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

General capabilities

2649

Record type counts

Learning areas

Content description

2678

Illustrative elaboration

16841

Learning area

Level description

256

Strand

616

Sub strand

1176

Subject

149

Achievement standards

Achievement standard

260

Cross curriculum priorities

Organising idea

Organising idea indicator

Priority description

General capabilities

Capability description

Capability element

Capability indicator

1997

Capability progression level

545

Capability sub element

Records

Id
acara-v9:learning_areas:MATMATY4
Collection
learning_areas
Record type
level_description
Code
MATMATY4
Source row
17539
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Level description
In Year 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Students further develop proficiency and positive dispositions towards mathematics and its use as they: <ul> <li>draw on their proficiency with number facts, fractions and decimals to deepen their appreciation of how numbers work</li> <li>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</li> <li>choose and use efficient strategies when modelling problems, communicating their solutions within the context of the situation</li> <li>use algorithms to generate sets of numbers, recognising and describing any patterns that emerge</li> <li>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</li> <li>measure and estimate common attributes of objects using conventional instruments and appropriate metric units</li> <li>develop and use surveys to obtain data that is directly relevant to their statistical investigations</li> <li>draw on their reasoning skills to analyse, categorise and order chance events and identify independent and dependent events</li> <li>investigate variability by conducting repeated chance experiments and observing results.</li> </ul>
Code
MATMATY4
Plain text
In Year 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Students further develop proficiency and positive dispositions towards mathematics and its use as they: draw on their proficiency with number facts, fractions and decimals to deepen their appreciation of how numbers work develop and use strategies for multiplication that are based on their understanding of multiplication as an operation and their knowledge of laws for arithmetic operations choose and use efficient strategies when modelling problems, communicating their solutions within the context of the situation use algorithms to generate sets of numbers, recognising and describing any patterns that emerge become aware of the importance of context and purpose when they make judgements and reflect on the reasonableness of measurements and the results of calculations, and how they choose to represent mathematics and mathematical information measure and estimate common attributes of objects using conventional instruments and appropriate metric units develop and use surveys to obtain data that is directly relevant to their statistical investigations draw on their reasoning skills to analyse, categorise and order chance events and identify independent and dependent events investigate variability by conducting repeated chance experiments and observing results.
Id
acara-v9:learning_areas:MATMATY4_1NUM
Collection
learning_areas
Record type
strand
Code
MATMATY4_1NUM
Source row
17540
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_1NUM
Strand
Number
Plain text
Number
Id
acara-v9:learning_areas:AC9M4N01
Collection
learning_areas
Record type
content_description
Code
AC9M4N01
Source row
17541
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01
Content description
recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
Plain text
recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
Id
acara-v9:learning_areas:AC9M4N01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E1
Source row
17542
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E1
Elaboration
using a bar to represent the whole, dividing it into $10$ equal pieces with each piece representing $0.1$ or a tenth of the whole length and understanding that $2$ pieces are $0.2$ or two-tenths of the whole
Plain text
using a bar to represent the whole, dividing it into $10$ equal pieces with each piece representing $0.1$ or a tenth of the whole length and understanding that $2$ pieces are $0.2$ or two-tenths of the whole
Id
acara-v9:learning_areas:AC9M4N01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E2
Source row
17543
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E2
Elaboration
using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of $10$ straws to represent the whole, one straw as the tenth and cutting the tenth into $10$ parts to show the hundredths; using “Decipipes” to represent tenths
Plain text
using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of $10$ straws to represent the whole, one straw as the tenth and cutting the tenth into $10$ parts to show the hundredths; using “Decipipes” to represent tenths
Id
acara-v9:learning_areas:AC9M4N01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E3
Source row
17544
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E3
Elaboration
recognising that one is the same as ten-tenths and one-tenth is the same as $10$ hundredths and using this relationship to rename decimals; for example, renaming $0.25$ as two-tenths and five-hundredths or twenty-five hundredths
Plain text
recognising that one is the same as ten-tenths and one-tenth is the same as $10$ hundredths and using this relationship to rename decimals; for example, renaming $0.25$ as two-tenths and five-hundredths or twenty-five hundredths
Id
acara-v9:learning_areas:AC9M4N01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E4
Source row
17545
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E4
Elaboration
making models of measurement attributes to show the relationship between the base unit and parts of the unit; for example, $1.5$ metres is one metre and five-tenths of the next metre; $1.75$ units is one unit and seventy-five hundredths of the next unit
Plain text
making models of measurement attributes to show the relationship between the base unit and parts of the unit; for example, $1.5$ metres is one metre and five-tenths of the next metre; $1.75$ units is one unit and seventy-five hundredths of the next unit
Id
acara-v9:learning_areas:AC9M4N01_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E5
Source row
17546
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E5
Elaboration
counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
Plain text
counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
Id
acara-v9:learning_areas:AC9M4N01_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N01_E6
Source row
17547
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N01_E6
Elaboration
comparing the way money and measures are read and said, and explaining how they are the same and different; for example, $\$2.75$ is said, “two dollars seventy-five” and $2.75$ metres is said “two point seven five metres”; recognising that the $7$ means seven-tenths and the $5$ means five-hundredths in both
Plain text
comparing the way money and measures are read and said, and explaining how they are the same and different; for example, $\$2.75$ is said, “two dollars seventy-five” and $2.75$ metres is said “two point seven five metres”; recognising that the $7$ means seven-tenths and the $5$ means five-hundredths in both
Id
acara-v9:learning_areas:AC9M4N02
Collection
learning_areas
Record type
content_description
Code
AC9M4N02
Source row
17548
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N02
Content description
explain and use the properties of odd and even numbers
Plain text
explain and use the properties of odd and even numbers
Id
acara-v9:learning_areas:AC9M4N02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N02_E1
Source row
17549
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N02_E1
Elaboration
identifying even numbers and explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
Plain text
identifying even numbers and explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
Id
acara-v9:learning_areas:AC9M4N02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N02_E2
Source row
17550
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N02_E2
Elaboration
explaining why some materials can be shared evenly between $2$ people without leaving a remainder and some cannot
Plain text
explaining why some materials can be shared evenly between $2$ people without leaving a remainder and some cannot
Id
acara-v9:learning_areas:AC9M4N02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N02_E3
Source row
17551
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N02_E3
Elaboration
explaining the patterns involved in adding, subtracting and multiplying odd and even numbers; for example, even + even = even, odd + even = odd, odd + odd = even and using this to decide whether answers to addition, subtraction and multiplication calculations are correct or not
Plain text
explaining the patterns involved in adding, subtracting and multiplying odd and even numbers; for example, even + even = even, odd + even = odd, odd + odd = even and using this to decide whether answers to addition, subtraction and multiplication calculations are correct or not
Id
acara-v9:learning_areas:AC9M4N02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N02_E4
Source row
17552
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N02_E4
Elaboration
following an algorithm consisting of a flow chart with a series of instructions and decisions to determine whether a number is even or odd; using the algorithm to identify which elements of a set of numbers are divisible by $2$
Plain text
following an algorithm consisting of a flow chart with a series of instructions and decisions to determine whether a number is even or odd; using the algorithm to identify which elements of a set of numbers are divisible by $2$
Id
acara-v9:learning_areas:AC9M4N03
Collection
learning_areas
Record type
content_description
Code
AC9M4N03
Source row
17553
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03
Content description
find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
Plain text
find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
Id
acara-v9:learning_areas:AC9M4N03_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N03_E1
Source row
17554
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03_E1
Elaboration
extending fraction families within collections of materials; for example, by seeing $\frac34$ as $3$ in each $4$, showing this within related fractions like $\frac68$ or seeing that $\frac25$ means $2$ in each $5$ so it can be shown within $\frac4{10}$
Plain text
extending fraction families within collections of materials; for example, by seeing $\frac34$ as $3$ in each $4$, showing this within related fractions like $\frac68$ or seeing that $\frac25$ means $2$ in each $5$ so it can be shown within $\frac4{10}$
Id
acara-v9:learning_areas:AC9M4N03_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N03_E2
Source row
17555
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03_E2
Elaboration
creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour
Plain text
creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour
Id
acara-v9:learning_areas:AC9M4N03_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N03_E3
Source row
17556
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03_E3
Elaboration
folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that $\frac48$ = $\frac24$ = $\frac12$; folding paper strips into fifths and tenths, and recording as both fractions and decimals
Plain text
folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that $\frac48$ = $\frac24$ = $\frac12$; folding paper strips into fifths and tenths, and recording as both fractions and decimals
Id
acara-v9:learning_areas:AC9M4N03_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N03_E4
Source row
17557
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03_E4
Elaboration
identifying and using the connection between fractions of metres and decimals; for example, finding $\frac14$ of a metre and connecting this to $0.25$ metres or $25$ centimetres, or finding $\frac1{10}$ of a metre and connecting this with $0.10$ metres or $10$ centimetres
Plain text
identifying and using the connection between fractions of metres and decimals; for example, finding $\frac14$ of a metre and connecting this to $0.25$ metres or $25$ centimetres, or finding $\frac1{10}$ of a metre and connecting this with $0.10$ metres or $10$ centimetres
Id
acara-v9:learning_areas:AC9M4N03_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N03_E5
Source row
17558
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N03_E5
Elaboration
using array diagrams to show the relationship between fractions and division and multiplication of natural numbers; for example, $3 \times 4 = 12$, $12 ÷ 4 = 3$, $\frac14$ of $12$ is $3$, $\frac13$ of $12$ is $4$
Plain text
using array diagrams to show the relationship between fractions and division and multiplication of natural numbers; for example, $3 \times 4 = 12$, $12 ÷ 4 = 3$, $\frac14$ of $12$ is $3$, $\frac13$ of $12$ is $4$
Id
acara-v9:learning_areas:AC9M4N04
Collection
learning_areas
Record type
content_description
Code
AC9M4N04
Source row
17559
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N04
Content description
count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines
Plain text
count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines
Id
acara-v9:learning_areas:AC9M4N04_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N04_E1
Source row
17560
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N04_E1
Elaboration
cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence: one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters… eight-quarters or two-wholes...
Plain text
cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence: one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters… eight-quarters or two-wholes...
Id
acara-v9:learning_areas:AC9M4N04_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N04_E2
Source row
17561
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N04_E2
Elaboration
subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
Plain text
subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
Id
acara-v9:learning_areas:AC9M4N04_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N04_E3
Source row
17562
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N04_E3
Elaboration
converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line
Plain text
converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line
Id
acara-v9:learning_areas:AC9M4N04_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N04_E4
Source row
17563
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N04_E4
Elaboration
using a number line to represent and count in tenths, recognising that $10$ tenths is equivalent to one
Plain text
using a number line to represent and count in tenths, recognising that $10$ tenths is equivalent to one
Id
acara-v9:learning_areas:AC9M4N05
Collection
learning_areas
Record type
content_description
Code
AC9M4N05
Source row
17564
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N05
Content description
solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
Plain text
solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
Id
acara-v9:learning_areas:AC9M4N05_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N05_E1
Source row
17565
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N05_E1
Elaboration
using physical or virtual materials to demonstrate the multiplicative relationship between the places
Plain text
using physical or virtual materials to demonstrate the multiplicative relationship between the places
Id
acara-v9:learning_areas:AC9M4N05_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N05_E2
Source row
17566
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N05_E2
Elaboration
using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by $10$ moves the digits one place to the left and dividing by $10$ moves digits one place to the right
Plain text
using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by $10$ moves the digits one place to the left and dividing by $10$ moves digits one place to the right
Id
acara-v9:learning_areas:AC9M4N05_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N05_E3
Source row
17567
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N05_E3
Elaboration
using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by $10$s, $100$s and $1000$s, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator
Plain text
using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by $10$s, $100$s and $1000$s, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator
Id
acara-v9:learning_areas:AC9M4N06
Collection
learning_areas
Record type
content_description
Code
AC9M4N06
Source row
17568
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06
Content description
develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
Plain text
develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
Id
acara-v9:learning_areas:AC9M4N06_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E1
Source row
17569
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E1
Elaboration
using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate
Plain text
using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate
Id
acara-v9:learning_areas:AC9M4N06_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E2
Source row
17570
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E2
Elaboration
using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for $5 \times 18$, using the fact that double $5$ is $10$ and half of $18$ is $9$; or using $10 \times 18 = 180$ and halve $180$ is $90$; applying the associative property of multiplication, where $5 \times18$ becomes $5 \times 2 \times 9$, then $5 \times 2 \times 9 = 10 \times 9 = 90$ so that $5 \times 18 = 90$
Plain text
using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for $5 \times 18$, using the fact that double $5$ is $10$ and half of $18$ is $9$; or using $10 \times 18 = 180$ and halve $180$ is $90$; applying the associative property of multiplication, where $5 \times18$ becomes $5 \times 2 \times 9$, then $5 \times 2 \times 9 = 10 \times 9 = 90$ so that $5 \times 18 = 90$
Id
acara-v9:learning_areas:AC9M4N06_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E3
Source row
17571
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E3
Elaboration
using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence
Plain text
using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence
Id
acara-v9:learning_areas:AC9M4N06_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E4
Source row
17572
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E4
Elaboration
using materials or a diagram to solve a multiplication or division problem, by writing a number sentence, and explaining what each of the numbers within the number sentence refers to
Plain text
using materials or a diagram to solve a multiplication or division problem, by writing a number sentence, and explaining what each of the numbers within the number sentence refers to
Id
acara-v9:learning_areas:AC9M4N06_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E5
Source row
17573
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E5
Elaboration
representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation
Plain text
representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation
Id
acara-v9:learning_areas:AC9M4N06_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E6
Source row
17574
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E6
Elaboration
using place value partitioning, basic facts and an area or region to represent and solve multiplication problems, such as $16 \times 4$, thinking $10 \times 4$ and $6 \times 4$, $40 + 24 = 64$ or a double, double strategy where double $16$ is $32$, double this is $64$, so $16 \times 4$ is $64$
Plain text
using place value partitioning, basic facts and an area or region to represent and solve multiplication problems, such as $16 \times 4$, thinking $10 \times 4$ and $6 \times 4$, $40 + 24 = 64$ or a double, double strategy where double $16$ is $32$, double this is $64$, so $16 \times 4$ is $64$
Id
acara-v9:learning_areas:AC9M4N06_E7
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N06_E7
Source row
17575
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N06_E7
Elaboration
using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication
Plain text
using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication
Id
acara-v9:learning_areas:AC9M4N07
Collection
learning_areas
Record type
content_description
Code
AC9M4N07
Source row
17576
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N07
Content description
choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions
Plain text
choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions
Id
acara-v9:learning_areas:AC9M4N07_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N07_E1
Source row
17577
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N07_E1
Elaboration
using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, $5$ packets of biscuits at $\$2.60$ each will cost between $\$10$ and $\$15$ as $5 \times$ $\$2 =\$10$ and $5\times\$3=\$15$
Plain text
using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, $5$ packets of biscuits at $\$2.60$ each will cost between $\$10$ and $\$15$ as $5 \times$ $\$2 =\$10$ and $5\times\$3=\$15$
Id
acara-v9:learning_areas:AC9M4N07_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N07_E2
Source row
17578
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N07_E2
Elaboration
using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate
Plain text
using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate
Id
acara-v9:learning_areas:AC9M4N07_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N07_E3
Source row
17579
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N07_E3
Elaboration
recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down and one number up and one number down, and explaining which is the best approximation and why
Plain text
recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down and one number up and one number down, and explaining which is the best approximation and why
Id
acara-v9:learning_areas:AC9M4N08
Collection
learning_areas
Record type
content_description
Code
AC9M4N08
Source row
17580
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08
Content description
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
Plain text
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
Id
acara-v9:learning_areas:AC9M4N08_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N08_E1
Source row
17581
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08_E1
Elaboration
modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; explaining how each number in their number sentence is connected to the situation
Plain text
modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; explaining how each number in their number sentence is connected to the situation
Id
acara-v9:learning_areas:AC9M4N08_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N08_E2
Source row
17582
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08_E2
Elaboration
modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); writing a division number sentence to represent the situation and choosing an efficient calculation strategy
Plain text
modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); writing a division number sentence to represent the situation and choosing an efficient calculation strategy
Id
acara-v9:learning_areas:AC9M4N08_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N08_E3
Source row
17583
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08_E3
Elaboration
modelling practical problems involving money, such as a budget for a large event, as requiring either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
Plain text
modelling practical problems involving money, such as a budget for a large event, as requiring either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
Id
acara-v9:learning_areas:AC9M4N08_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N08_E4
Source row
17584
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08_E4
Elaboration
modelling and solving multiplication problems involving money, such as buying $5$ toy scooters for $\$96$ each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $\$96$ up to $\$100$ and subtracting $5 \times\$4 = \$20$, so $5 \times\$96$ is the same as $5\times\$100$ less $\$20$, giving the answer $\$500 \space–\space \$20 = \$480$
Plain text
modelling and solving multiplication problems involving money, such as buying $5$ toy scooters for $\$96$ each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $\$96$ up to $\$100$ and subtracting $5 \times\$4 = \$20$, so $5 \times\$96$ is the same as $5\times\$100$ less $\$20$, giving the answer $\$500 \space–\space \$20 = \$480$
Id
acara-v9:learning_areas:AC9M4N08_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N08_E5
Source row
17585
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N08_E5
Elaboration
modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, “Ariana read $16$ books for the readathon; Maryam read $4$ times as many books. How many books did Maryam read?” using the expression $4 \times 16$ and using place value partitioning, basic facts and an array, thinking $4 \times 10 = 40$ and $4 \times 6 = 24$, so $4 \times 16$ can be written as $40 + 24 = 64$
Plain text
modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, “Ariana read $16$ books for the readathon; Maryam read $4$ times as many books. How many books did Maryam read?” using the expression $4 \times 16$ and using place value partitioning, basic facts and an array, thinking $4 \times 10 = 40$ and $4 \times 6 = 24$, so $4 \times 16$ can be written as $40 + 24 = 64$
Id
acara-v9:learning_areas:AC9M4N09
Collection
learning_areas
Record type
content_description
Code
AC9M4N09
Source row
17586
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N09
Content description
follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
Plain text
follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
Id
acara-v9:learning_areas:AC9M4N09_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N09_E1
Source row
17587
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N09_E1
Elaboration
creating an algorithm that will generate number sequences involving multiples of one to $10$ using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely
Plain text
creating an algorithm that will generate number sequences involving multiples of one to $10$ using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely
Id
acara-v9:learning_areas:AC9M4N09_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N09_E2
Source row
17588
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N09_E2
Elaboration
creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
Plain text
creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
Id
acara-v9:learning_areas:AC9M4N09_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4N09_E3
Source row
17589
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4N09_E3
Elaboration
using a multiplication formula in a spreadsheet and the “fill down” function to generate a sequence of numbers; for example, entering the number one in the cell A1, using “fill down” to cell A100, entering the formula “ = A1*4 “ in the cell B1 and using the “fill down” function to generate a sequence of 100 numbers; describing emerging patterns
Plain text
using a multiplication formula in a spreadsheet and the “fill down” function to generate a sequence of numbers; for example, entering the number one in the cell A1, using “fill down” to cell A100, entering the formula “ = A1*4 “ in the cell B1 and using the “fill down” function to generate a sequence of 100 numbers; describing emerging patterns
Id
acara-v9:learning_areas:MATMATY4_2ALG
Collection
learning_areas
Record type
strand
Code
MATMATY4_2ALG
Source row
17590
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_2ALG
Strand
Algebra
Plain text
Algebra
Id
acara-v9:learning_areas:AC9M4A01
Collection
learning_areas
Record type
content_description
Code
AC9M4A01
Source row
17591
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A01
Content description
find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations
Plain text
find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations
Id
acara-v9:learning_areas:AC9M4A01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A01_E1
Source row
17592
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A01_E1
Elaboration
demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that $5 + 2 = 2 + 5$, demonstrating that $2 + 2 + 3 = 7$ and $2 + 3 + 2 = 7$ and $3 + 2 + 2 = 7$
Plain text
demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that $5 + 2 = 2 + 5$, demonstrating that $2 + 2 + 3 = 7$ and $2 + 3 + 2 = 7$ and $3 + 2 + 2 = 7$
Id
acara-v9:learning_areas:AC9M4A01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A01_E2
Source row
17593
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A01_E2
Elaboration
using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as $7 + 8 = 6 + 9$, and to find unknowns in equivalent number sentences, such as $6 + 8 = \square + 10$
Plain text
using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as $7 + 8 = 6 + 9$, and to find unknowns in equivalent number sentences, such as $6 + 8 = \square + 10$
Id
acara-v9:learning_areas:AC9M4A01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A01_E3
Source row
17594
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A01_E3
Elaboration
using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that $27 \space– \space 14 = 17\space – \space4$ is true and using a number line to show the common difference is $13$
Plain text
using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that $27 \space– \space 14 = 17\space – \space4$ is true and using a number line to show the common difference is $13$
Id
acara-v9:learning_areas:AC9M4A01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A01_E4
Source row
17595
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A01_E4
Elaboration
using part-part-whole diagrams or bar models to recognise and explain the inverse relationship between addition and subtraction, using this to make calculations easier; for example, solving $27 + \square = 63$ using subtraction, $\square = 63\space – \space27$
Plain text
using part-part-whole diagrams or bar models to recognise and explain the inverse relationship between addition and subtraction, using this to make calculations easier; for example, solving $27 + \square = 63$ using subtraction, $\square = 63\space – \space27$
Id
acara-v9:learning_areas:AC9M4A02
Collection
learning_areas
Record type
content_description
Code
AC9M4A02
Source row
17596
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02
Content description
recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
Plain text
recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
Id
acara-v9:learning_areas:AC9M4A02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E1
Source row
17597
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E1
Elaboration
using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the $10 \times 10$ multiplication facts; using the arrays to explain the related division facts
Plain text
using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the $10 \times 10$ multiplication facts; using the arrays to explain the related division facts
Id
acara-v9:learning_areas:AC9M4A02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E2
Source row
17598
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E2
Elaboration
using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of $3$ on grid paper and doubling to find multiples of $6$; recording and explaining the connections to the $\times3$ and $\times6$ multiplication facts: $3, 6, 9,$ … doubled is $6, 12, 18,$ …
Plain text
using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of $3$ on grid paper and doubling to find multiples of $6$; recording and explaining the connections to the $\times3$ and $\times6$ multiplication facts: $3, 6, 9,$ … doubled is $6, 12, 18,$ …
Id
acara-v9:learning_areas:AC9M4A02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E3
Source row
17599
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E3
Elaboration
using known multiplication facts for $2, 3, 5$ and $10$ to establish multiplication facts for $4, 6, 7, 8$ and $9$ in different ways; for example, using multiples of $10$ to establish the multiples of $9$ as “to multiply a number by $9$ you multiply by $10$ then take the number away”; $9 \times 4 = 10 \times 4\space – \space4$, so $9 \times 4$ is $40 \space– \space4 = 36$; using multiple of $3$ as “to multiply a number by $9$ you multiply by $3$, and then multiply the result by $3$ again”
Plain text
using known multiplication facts for $2, 3, 5$ and $10$ to establish multiplication facts for $4, 6, 7, 8$ and $9$ in different ways; for example, using multiples of $10$ to establish the multiples of $9$ as “to multiply a number by $9$ you multiply by $10$ then take the number away”; $9 \times 4 = 10 \times 4\space – \space4$, so $9 \times 4$ is $40 \space– \space4 = 36$; using multiple of $3$ as “to multiply a number by $9$ you multiply by $3$, and then multiply the result by $3$ again”
Id
acara-v9:learning_areas:AC9M4A02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E4
Source row
17600
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E4
Elaboration
using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding $6 \times 7$, knowing that $7$ is made up of $2$ and $5$, and using an array to show that $6 \times 7$ is the same as $6 \times 2 + 6 \times 5 = 12 + 30$ which is $42$
Plain text
using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding $6 \times 7$, knowing that $7$ is made up of $2$ and $5$, and using an array to show that $6 \times 7$ is the same as $6 \times 2 + 6 \times 5 = 12 + 30$ which is $42$
Id
acara-v9:learning_areas:AC9M4A02_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E5
Source row
17601
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E5
Elaboration
using known multiplication facts up to $10 \times 10$ and the inverse relationship of multiplication and division to establish corresponding division facts
Plain text
using known multiplication facts up to $10 \times 10$ and the inverse relationship of multiplication and division to establish corresponding division facts
Id
acara-v9:learning_areas:AC9M4A02_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4A02_E6
Source row
17602
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4A02_E6
Elaboration
designing, creating and playing instructive card games that involve the recall, recognition and explanation of the $10 \times 10$ multiplication facts and related division facts
Plain text
designing, creating and playing instructive card games that involve the recall, recognition and explanation of the $10 \times 10$ multiplication facts and related division facts
Id
acara-v9:learning_areas:MATMATY4_3MEA
Collection
learning_areas
Record type
strand
Code
MATMATY4_3MEA
Source row
17603
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_3MEA
Strand
Measurement
Plain text
Measurement
Id
acara-v9:learning_areas:AC9M4M01
Collection
learning_areas
Record type
content_description
Code
AC9M4M01
Source row
17604
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01
Content description
interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
Plain text
interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
Id
acara-v9:learning_areas:AC9M4M01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E1
Source row
17605
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E1
Elaboration
reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
Plain text
reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
Id
acara-v9:learning_areas:AC9M4M01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E2
Source row
17606
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E2
Elaboration
deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; explaining the use of units such as grams or millimetres to give accurate measures when needed
Plain text
deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; explaining the use of units such as grams or millimetres to give accurate measures when needed
Id
acara-v9:learning_areas:AC9M4M01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E3
Source row
17607
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E3
Elaboration
using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers, recording measures using whole units; for example, $560$ millimetres, or whole and part units; for example, $5.25$ metres, $1.75$ litres, $2.5$ kilograms, $28.5$° Celsius
Plain text
using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers, recording measures using whole units; for example, $560$ millimetres, or whole and part units; for example, $5.25$ metres, $1.75$ litres, $2.5$ kilograms, $28.5$° Celsius
Id
acara-v9:learning_areas:AC9M4M01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E4
Source row
17608
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E4
Elaboration
reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
Plain text
reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
Id
acara-v9:learning_areas:AC9M4M01_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E5
Source row
17609
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E5
Elaboration
using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time; for example, the different activities of an exercise routine
Plain text
using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time; for example, the different activities of an exercise routine
Id
acara-v9:learning_areas:AC9M4M01_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E6
Source row
17610
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E6
Elaboration
making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons
Plain text
making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons
Id
acara-v9:learning_areas:AC9M4M01_E7
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M01_E7
Source row
17611
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M01_E7
Elaboration
exploring the different types of scaled instruments used by First Nations Ranger Groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts
Plain text
exploring the different types of scaled instruments used by First Nations Ranger Groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts
Id
acara-v9:learning_areas:AC9M4M02
Collection
learning_areas
Record type
content_description
Code
AC9M4M02
Source row
17612
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02
Content description
recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units
Plain text
recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units
Id
acara-v9:learning_areas:AC9M4M02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M02_E1
Source row
17613
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02_E1
Elaboration
recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
Plain text
recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
Id
acara-v9:learning_areas:AC9M4M02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M02_E2
Source row
17614
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02_E2
Elaboration
creating a range of rectangles representing “paddocks” on grid paper and establishing different methods of working out the length of the boundary fences; explaining that the more efficient methods involve adding the side lengths rather than counting squares
Plain text
creating a range of rectangles representing “paddocks” on grid paper and establishing different methods of working out the length of the boundary fences; explaining that the more efficient methods involve adding the side lengths rather than counting squares
Id
acara-v9:learning_areas:AC9M4M02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M02_E3
Source row
17615
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02_E3
Elaboration
recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes, using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; comparing the total areas by combining the fractional parts to make whole units
Plain text
recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes, using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; comparing the total areas by combining the fractional parts to make whole units
Id
acara-v9:learning_areas:AC9M4M02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M02_E4
Source row
17616
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02_E4
Elaboration
demonstrating how to use one unit repeatedly to measure the area of a shape; for example, using one paper square to measure and compare the area of a rectangle and a triangle; recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
Plain text
demonstrating how to use one unit repeatedly to measure the area of a shape; for example, using one paper square to measure and compare the area of a rectangle and a triangle; recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
Id
acara-v9:learning_areas:AC9M4M02_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M02_E5
Source row
17617
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M02_E5
Elaboration
investigating the ways First Nations Ranger Groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place
Plain text
investigating the ways First Nations Ranger Groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place
Id
acara-v9:learning_areas:AC9M4M03
Collection
learning_areas
Record type
content_description
Code
AC9M4M03
Source row
17618
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M03
Content description
solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time
Plain text
solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time
Id
acara-v9:learning_areas:AC9M4M03_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M03_E1
Source row
17619
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M03_E1
Elaboration
calculating the amount of time between $2$ events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using “am” and “pm” notation
Plain text
calculating the amount of time between $2$ events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using “am” and “pm” notation
Id
acara-v9:learning_areas:AC9M4M03_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M03_E2
Source row
17620
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M03_E2
Elaboration
converting units of time using relationships between units, such as $60$ minutes in an hour and $60$ seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests
Plain text
converting units of time using relationships between units, such as $60$ minutes in an hour and $60$ seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests
Id
acara-v9:learning_areas:AC9M4M03_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M03_E3
Source row
17621
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M03_E3
Elaboration
exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars
Plain text
exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars
Id
acara-v9:learning_areas:AC9M4M04
Collection
learning_areas
Record type
content_description
Code
AC9M4M04
Source row
17622
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M04
Content description
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle
Plain text
estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle
Id
acara-v9:learning_areas:AC9M4M04_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M04_E1
Source row
17623
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M04_E1
Elaboration
classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
Plain text
classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
Id
acara-v9:learning_areas:AC9M4M04_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M04_E2
Source row
17624
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M04_E2
Elaboration
identifying angles within the environment and estimating whether they are acute, obtuse right or reflex
Plain text
identifying angles within the environment and estimating whether they are acute, obtuse right or reflex
Id
acara-v9:learning_areas:AC9M4M04_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M04_E3
Source row
17625
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M04_E3
Elaboration
creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
Plain text
creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
Id
acara-v9:learning_areas:AC9M4M04_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4M04_E4
Source row
17626
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4M04_E4
Elaboration
using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)
Plain text
using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)
Id
acara-v9:learning_areas:MATMATY4_4SPA
Collection
learning_areas
Record type
strand
Code
MATMATY4_4SPA
Source row
17627
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_4SPA
Strand
Space
Plain text
Space
Id
acara-v9:learning_areas:AC9M4SP01
Collection
learning_areas
Record type
content_description
Code
AC9M4SP01
Source row
17628
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP01
Content description
represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects
Plain text
represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects
Id
acara-v9:learning_areas:AC9M4SP01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP01_E1
Source row
17629
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP01_E1
Elaboration
identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials
Plain text
identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials
Id
acara-v9:learning_areas:AC9M4SP01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP01_E2
Source row
17630
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP01_E2
Elaboration
physically or virtually using cubes to make three-dimensional models that approximate real objects; for example, building a virtual environment by using a computer software program to construct objects out of cubes
Plain text
physically or virtually using cubes to make three-dimensional models that approximate real objects; for example, building a virtual environment by using a computer software program to construct objects out of cubes
Id
acara-v9:learning_areas:AC9M4SP01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP01_E3
Source row
17631
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP01_E3
Elaboration
approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes
Plain text
approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes
Id
acara-v9:learning_areas:AC9M4SP01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP01_E4
Source row
17632
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP01_E4
Elaboration
recognising how familiar shapes and objects are used in logos and other graphics to represent more complex shapes and creating logos using graphic design software
Plain text
recognising how familiar shapes and objects are used in logos and other graphics to represent more complex shapes and creating logos using graphic design software
Id
acara-v9:learning_areas:AC9M4SP02
Collection
learning_areas
Record type
content_description
Code
AC9M4SP02
Source row
17633
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02
Content description
create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
Plain text
create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
Id
acara-v9:learning_areas:AC9M4SP02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP02_E1
Source row
17634
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02_E1
Elaboration
interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, a botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
Plain text
interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, a botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
Id
acara-v9:learning_areas:AC9M4SP02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP02_E2
Source row
17635
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02_E2
Elaboration
recognising that a spreadsheet uses a grid reference system, locating and entering data in cells and using a spreadsheet to record data collected through observations or experiments
Plain text
recognising that a spreadsheet uses a grid reference system, locating and entering data in cells and using a spreadsheet to record data collected through observations or experiments
Id
acara-v9:learning_areas:AC9M4SP02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP02_E3
Source row
17636
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02_E3
Elaboration
comparing and contrasting, describing and locating landmarks, people or things in a bird’s eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture, and then with the grid overlaid; noticing how the grid helps to pinpoint things quickly and easily
Plain text
comparing and contrasting, describing and locating landmarks, people or things in a bird’s eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture, and then with the grid overlaid; noticing how the grid helps to pinpoint things quickly and easily
Id
acara-v9:learning_areas:AC9M4SP02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP02_E4
Source row
17637
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02_E4
Elaboration
using different sized grids as a tool to enlarge an image or artwork
Plain text
using different sized grids as a tool to enlarge an image or artwork
Id
acara-v9:learning_areas:AC9M4SP02_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP02_E5
Source row
17638
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP02_E5
Elaboration
simulating the actions of autonomous or robotic vehicles moving to different positions within a grid, using grid references and directional language to describe positions and pathways; for example, imitating an autonomous mobile warehouse robot moving stock to different aisles, using grid reference systems to locate positions
Plain text
simulating the actions of autonomous or robotic vehicles moving to different positions within a grid, using grid references and directional language to describe positions and pathways; for example, imitating an autonomous mobile warehouse robot moving stock to different aisles, using grid reference systems to locate positions
Id
acara-v9:learning_areas:AC9M4SP03
Collection
learning_areas
Record type
content_description
Code
AC9M4SP03
Source row
17639
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP03
Content description
recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate
Plain text
recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate
Id
acara-v9:learning_areas:AC9M4SP03_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP03_E1
Source row
17640
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP03_E1
Elaboration
identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
Plain text
identifying rotational symmetry of shapes by tracing around various shapes and objects to create an image, and using the image to test and record which different rotations result in the same image
Id
acara-v9:learning_areas:AC9M4SP03_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP03_E2
Source row
17641
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP03_E2
Elaboration
using dynamic geometric software or generative artificial intelligence tool to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical and discussing any line or rotational symmetries
Plain text
using dynamic geometric software or generative artificial intelligence tool to manipulate shapes and create symmetrical patterns; for example, creating tessellation patterns that are symmetrical and discussing any line or rotational symmetries
Id
acara-v9:learning_areas:AC9M4SP03_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP03_E3
Source row
17642
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP03_E3
Elaboration
using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
Plain text
using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and Islamic artwork to investigate and discuss line and rotational symmetry
Id
acara-v9:learning_areas:AC9M4SP03_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4SP03_E4
Source row
17643
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4SP03_E4
Elaboration
exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes
Plain text
exploring the natural environment on Country/Place to investigate and discuss patterns and symmetry of shapes and objects such as in flowers, plants and landscapes
Id
acara-v9:learning_areas:MATMATY4_5STA
Collection
learning_areas
Record type
strand
Code
MATMATY4_5STA
Source row
17644
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_5STA
Strand
Statistics
Plain text
Statistics
Id
acara-v9:learning_areas:AC9M4ST01
Collection
learning_areas
Record type
content_description
Code
AC9M4ST01
Source row
17645
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01
Content description
acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Plain text
acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Id
acara-v9:learning_areas:AC9M4ST01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E1
Source row
17646
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E1
Elaboration
investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features
Plain text
investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features
Id
acara-v9:learning_areas:AC9M4ST01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E2
Source row
17647
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E2
Elaboration
understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
Plain text
understanding that data can be represented with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
Id
acara-v9:learning_areas:AC9M4ST01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E3
Source row
17648
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E3
Elaboration
constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study
Plain text
constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study
Id
acara-v9:learning_areas:AC9M4ST01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E4
Source row
17649
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E4
Elaboration
co-creating an online poll to survey students in their school about a topic of interest, exploring how online platforms use generative artificial intelligence to make word clouds, quizzes, polls and graphical representations of the collected data
Plain text
co-creating an online poll to survey students in their school about a topic of interest, exploring how online platforms use generative artificial intelligence to make word clouds, quizzes, polls and graphical representations of the collected data
Id
acara-v9:learning_areas:AC9M4ST01_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E5
Source row
17650
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E5
Elaboration
acquiring samples of data using practical activities, observations or repeated chance experiments, recording data using tally charts, digital tables or spread sheets, graphing, discussing and comparing the results using a column graph
Plain text
acquiring samples of data using practical activities, observations or repeated chance experiments, recording data using tally charts, digital tables or spread sheets, graphing, discussing and comparing the results using a column graph
Id
acara-v9:learning_areas:AC9M4ST01_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST01_E6
Source row
17651
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST01_E6
Elaboration
using secondary data of fire burns to construct data displays that assist First Nations Ranger Groups and other groups to care for Country/Place
Plain text
using secondary data of fire burns to construct data displays that assist First Nations Ranger Groups and other groups to care for Country/Place
Id
acara-v9:learning_areas:AC9M4ST02
Collection
learning_areas
Record type
content_description
Code
AC9M4ST02
Source row
17652
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST02
Content description
analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
Plain text
analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
Id
acara-v9:learning_areas:AC9M4ST02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST02_E1
Source row
17653
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST02_E1
Elaboration
suggesting questions that can be answered by a given data display and using the display to answer these questions
Plain text
suggesting questions that can be answered by a given data display and using the display to answer these questions
Id
acara-v9:learning_areas:AC9M4ST02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST02_E2
Source row
17654
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST02_E2
Elaboration
interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations
Plain text
interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations
Id
acara-v9:learning_areas:AC9M4ST02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST02_E3
Source row
17655
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST02_E3
Elaboration
comparing different student generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
Plain text
comparing different student generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
Id
acara-v9:learning_areas:AC9M4ST02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST02_E4
Source row
17656
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST02_E4
Elaboration
discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers
Plain text
discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers
Id
acara-v9:learning_areas:AC9M4ST03
Collection
learning_areas
Record type
content_description
Code
AC9M4ST03
Source row
17657
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST03
Content description
conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results
Plain text
conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results
Id
acara-v9:learning_areas:AC9M4ST03_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST03_E1
Source row
17658
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST03_E1
Elaboration
creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations and interpreting the results of the survey reporting findings back to the class
Plain text
creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations and interpreting the results of the survey reporting findings back to the class
Id
acara-v9:learning_areas:AC9M4ST03_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST03_E2
Source row
17659
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST03_E2
Elaboration
conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, Google Trends or the World Health Organization
Plain text
conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, Google Trends or the World Health Organization
Id
acara-v9:learning_areas:AC9M4ST03_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4ST03_E3
Source row
17660
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4ST03_E3
Elaboration
investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer
Plain text
investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer
Id
acara-v9:learning_areas:MATMATY4_6PRO
Collection
learning_areas
Record type
strand
Code
MATMATY4_6PRO
Source row
17661
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
MATMATY4_6PRO
Strand
Probability
Plain text
Probability
Id
acara-v9:learning_areas:AC9M4P01
Collection
learning_areas
Record type
content_description
Code
AC9M4P01
Source row
17662
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01
Content description
describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
Plain text
describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
Id
acara-v9:learning_areas:AC9M4P01_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E1
Source row
17663
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E1
Elaboration
using lists of events familiar to students and ordering them from “least likely” to “most likely” to occur; considering and discussing why the order of some events might be different for different students
Plain text
using lists of events familiar to students and ordering them from “least likely” to “most likely” to occur; considering and discussing why the order of some events might be different for different students
Id
acara-v9:learning_areas:AC9M4P01_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E2
Source row
17664
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E2
Elaboration
predicting the outcome of a coin toss after $5$ heads have been flipped in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; discussing with reasons why the assumption is correct or incorrect
Plain text
predicting the outcome of a coin toss after $5$ heads have been flipped in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; discussing with reasons why the assumption is correct or incorrect
Id
acara-v9:learning_areas:AC9M4P01_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E3
Source row
17665
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E3
Elaboration
predicting how likely, from least likely to most likely, of selecting a red ball from a bag containing $10$ red balls and $5$ white balls, a bag containing $20$ of each, or one that has $25$ red balls and $20$ white balls, justifying their decision
Plain text
predicting how likely, from least likely to most likely, of selecting a red ball from a bag containing $10$ red balls and $5$ white balls, a bag containing $20$ of each, or one that has $25$ red balls and $20$ white balls, justifying their decision
Id
acara-v9:learning_areas:AC9M4P01_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E4
Source row
17666
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E4
Elaboration
identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
Plain text
identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
Id
acara-v9:learning_areas:AC9M4P01_E5
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E5
Source row
17667
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E5
Elaboration
listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time; selecting a card from a deck and discussing if it is red it cannot be a spade or a club
Plain text
listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time; selecting a card from a deck and discussing if it is red it cannot be a spade or a club
Id
acara-v9:learning_areas:AC9M4P01_E6
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E6
Source row
17668
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E6
Elaboration
identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)
Plain text
identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)
Id
acara-v9:learning_areas:AC9M4P01_E7
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E7
Source row
17669
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E7
Elaboration
exploring how ordering outcomes based on their likelihood of occurring is an essential component of early warning systems that use artificial intelligence to make decisions, such as natural disaster warning systems
Plain text
exploring how ordering outcomes based on their likelihood of occurring is an essential component of early warning systems that use artificial intelligence to make decisions, such as natural disaster warning systems
Id
acara-v9:learning_areas:AC9M4P01_E8
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P01_E8
Source row
17670
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P01_E8
Elaboration
discussing how likelihood relates to the decisions an artificial intelligence tool makes when generating predictive text; for example, discussing which word would most likely come next in a sentence, then refining the decision as the first letter is revealed
Plain text
discussing how likelihood relates to the decisions an artificial intelligence tool makes when generating predictive text; for example, discussing which word would most likely come next in a sentence, then refining the decision as the first letter is revealed
Id
acara-v9:learning_areas:AC9M4P02
Collection
learning_areas
Record type
content_description
Code
AC9M4P02
Source row
17671
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P02
Content description
conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
Plain text
conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
Id
acara-v9:learning_areas:AC9M4P02_E1
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P02_E1
Source row
17672
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P02_E1
Elaboration
playing games such as Noughts and Crosses or First to $20$ and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
Plain text
playing games such as Noughts and Crosses or First to $20$ and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
Id
acara-v9:learning_areas:AC9M4P02_E2
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P02_E2
Source row
17673
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P02_E2
Elaboration
recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners, and discussing how AI systems use random generators to train algorithms
Plain text
recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners, and discussing how AI systems use random generators to train algorithms
Id
acara-v9:learning_areas:AC9M4P02_E3
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P02_E3
Source row
17674
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P02_E3
Elaboration
experimenting with tossing $2$ coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
Plain text
experimenting with tossing $2$ coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
Id
acara-v9:learning_areas:AC9M4P02_E4
Collection
learning_areas
Record type
illustrative_elaboration
Code
AC9M4P02_E4
Source row
17675
Attributes
Learning area
Mathematics
Subject
Mathematics
Level
Year 4
Code
AC9M4P02_E4
Elaboration
shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, picture card or numbered; repeating the experiment a number of times and discussing the results
Plain text
shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, picture card or numbered; repeating the experiment a number of times and discussing the results
Id
acara-v9:achievement_standards:6d31b1b6733c3706
Collection
achievement_standards
Record type
achievement_standard
Code
None
Source row
227
Attributes
Learning area
Mathematics
Subject
Mathematics
Pathway
Sequence
Level
Year 4
Achievement standard
By the end of Year 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. They use mathematical modelling to solve financial and other practical problems , formulating the problem using number sentences, solving the problem choosing efficient strategies and interpreting the results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and create algorithms that generate sets of numbers and identify emerging patterns. They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes and create symmetrical patterns. Students create many-to-one data displays, assess the suitability of displays for representing data and discuss the shape of distributions and variation in data. They use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance experiments and describe the variation in results.
Plain text
By the end of Year 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. They use mathematical modelling to solve financial and other practical problems , formulating the problem using number sentences, solving the problem choosing efficient strategies and interpreting the results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and create algorithms that generate sets of numbers and identify emerging patterns. They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes and create symmetrical patterns. Students create many-to-one data displays, assess the suitability of displays for representing data and discuss the shape of distributions and variation in data. They use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance experiments and describe the variation in results.

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