# Make a plan. Check it. Make it useful. SubjectNest by NeuroForgeIO Pty Ltd · Year4 Mathematics · Weeks13–14 / Days61–70 · written proposal1 ·13October2026. ## All138retained authority meanings ©ACARA2010–present; coveredCCBY4,seeSOURCE-NOTICE.md. ExactHTML/attributes remain inNATIONAL.json. Adult annex retains original maths notation; no learner typography acceptance. Root personally read all23descriptions/full level/achievement; complete138personal reading is not claimed by Root. ### acara-v9:learning_areas:MATMATY4 · level_description · row17539 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. Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:MATMATY4_1NUM · strand · row17540 Number Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4N01 · content_description · row17541 recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E1 · illustrative_elaboration · row17542 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E2 · illustrative_elaboration · row17543 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E3 · illustrative_elaboration · row17544 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E4 · illustrative_elaboration · row17545 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E5 · illustrative_elaboration · row17546 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N01_E6 · illustrative_elaboration · row17547 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 Block:Open in this block. Prices are whole dollars only. No tenths/hundredths representation or cents evidence is claimed. ### acara-v9:learning_areas:AC9M4N02 · content_description · row17548 explain and use the properties of odd and even numbers Block:No new instruction claimed. Earlier reviewed odd/even opportunities remain historical. These equal groups do not by themselves assess explanation of odd/even properties. ### acara-v9:learning_areas:AC9M4N02_E1 · illustrative_elaboration · row17549 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 Block:No new instruction claimed. Earlier reviewed odd/even opportunities remain historical. These equal groups do not by themselves assess explanation of odd/even properties. ### acara-v9:learning_areas:AC9M4N02_E2 · illustrative_elaboration · row17550 explaining why some materials can be shared evenly between \(2\) people without leaving a remainder and some cannot Block:No new instruction claimed. Earlier reviewed odd/even opportunities remain historical. These equal groups do not by themselves assess explanation of odd/even properties. ### acara-v9:learning_areas:AC9M4N02_E3 · illustrative_elaboration · row17551 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 Block:No new instruction claimed. Earlier reviewed odd/even opportunities remain historical. These equal groups do not by themselves assess explanation of odd/even properties. ### acara-v9:learning_areas:AC9M4N02_E4 · illustrative_elaboration · row17552 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 \(2\) Block:No new instruction claimed. Earlier reviewed odd/even opportunities remain historical. These equal groups do not by themselves assess explanation of odd/even properties. ### acara-v9:learning_areas:AC9M4N03 · content_description · row17553 find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N03_E1 · illustrative_elaboration · row17554 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 \(\frac4{10}\) Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N03_E2 · illustrative_elaboration · row17555 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 Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N03_E3 · illustrative_elaboration · row17556 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 Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N03_E4 · illustrative_elaboration · row17557 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 Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N03_E5 · illustrative_elaboration · row17558 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 \(4\) Block:Open. No equivalent fraction/decimal task; equal groups are not automatic fraction equivalence evidence. ### acara-v9:learning_areas:AC9M4N04 · content_description · row17559 count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines Block:Open. No fraction counting or number-line teaching. ### acara-v9:learning_areas:AC9M4N04_E1 · illustrative_elaboration · row17560 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... Block:Open. No fraction counting or number-line teaching. ### acara-v9:learning_areas:AC9M4N04_E2 · illustrative_elaboration · row17561 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 Block:Open. No fraction counting or number-line teaching. ### acara-v9:learning_areas:AC9M4N04_E3 · illustrative_elaboration · row17562 converting mixed numerals into improper fractions and vice versa and representing mixed numerals on a number line Block:Open. No fraction counting or number-line teaching. ### acara-v9:learning_areas:AC9M4N04_E4 · illustrative_elaboration · row17563 using a number line to represent and count in tenths, recognising that \(10\) tenths is equivalent to one Block:Open. No fraction counting or number-line teaching. ### acara-v9:learning_areas:AC9M4N05 · content_description · row17564 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 Block:Supporting connection only; full description open. Day64 partitions into tens and ones. It does not establish the required multiplicative place-value reasoning for multiples/powers of10 and calculator-free division. ### acara-v9:learning_areas:AC9M4N05_E1 · illustrative_elaboration · row17565 using physical or virtual materials to demonstrate the multiplicative relationship between the places Block:Supporting connection only; full description open. Day64 partitions into tens and ones. It does not establish the required multiplicative place-value reasoning for multiples/powers of10 and calculator-free division. ### acara-v9:learning_areas:AC9M4N05_E2 · illustrative_elaboration · row17566 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 Block:Supporting connection only; full description open. Day64 partitions into tens and ones. It does not establish the required multiplicative place-value reasoning for multiples/powers of10 and calculator-free division. ### acara-v9:learning_areas:AC9M4N05_E3 · illustrative_elaboration · row17567 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 Block:Supporting connection only; full description open. Day64 partitions into tens and ones. It does not establish the required multiplicative place-value reasoning for multiples/powers of10 and calculator-free division. ### acara-v9:learning_areas:AC9M4N06 · content_description · row17568 develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E1 · illustrative_elaboration · row17569 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 Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E2 · illustrative_elaboration · row17570 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 \(5 \times 18 = 90\) Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E3 · illustrative_elaboration · row17571 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 Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E4 · illustrative_elaboration · row17572 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 Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E5 · illustrative_elaboration · row17573 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 Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E6 · illustrative_elaboration · row17574 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 \(64\) Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N06_E7 · illustrative_elaboration · row17575 using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication Block:Selected partial opportunities. Days61–65/68–70 use multiplication, exact division, addition/subtraction and efficient strategies. All division examples have no remainder. Digital models/calculator checks are optional where appropriate, not evidence of independent mental reasoning. No claim every four-operation demand is mastered. ### acara-v9:learning_areas:AC9M4N07 · content_description · row17576 choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions Block:Selected financial opportunities. Day67, H07/X07, C13–14 and V06A–D/N21–24 explicitly explain upper rounding versus an exact close-budget decision. Day70 includes a reasonableness check. Whole-dollar fictional costs only; broader contexts remain for later revisits. ### acara-v9:learning_areas:AC9M4N07_E1 · illustrative_elaboration · row17577 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 \(5\times\$3=\$15\) Block:Selected financial opportunities. Day67, H07/X07, C13–14 and V06A–D/N21–24 explicitly explain upper rounding versus an exact close-budget decision. Day70 includes a reasonableness check. Whole-dollar fictional costs only; broader contexts remain for later revisits. ### acara-v9:learning_areas:AC9M4N07_E2 · illustrative_elaboration · row17578 using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate Block:Selected financial opportunities. Day67, H07/X07, C13–14 and V06A–D/N21–24 explicitly explain upper rounding versus an exact close-budget decision. Day70 includes a reasonableness check. Whole-dollar fictional costs only; broader contexts remain for later revisits. ### acara-v9:learning_areas:AC9M4N07_E3 · illustrative_elaboration · row17579 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 Block:Selected financial opportunities. Day67, H07/X07, C13–14 and V06A–D/N21–24 explicitly explain upper rounding versus an exact close-budget decision. Day70 includes a reasonableness check. Whole-dollar fictional costs only; broader contexts remain for later revisits. ### acara-v9:learning_areas:AC9M4N08 · content_description · row17580 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 Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N08_E1 · illustrative_elaboration · row17581 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 Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N08_E2 · illustrative_elaboration · row17582 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 Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N08_E3 · illustrative_elaboration · row17583 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 Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N08_E4 · illustrative_elaboration · row17584 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 \(\$500 \space–\space \$20 = \$480\) Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N08_E5 · illustrative_elaboration · row17585 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 \(40 + 24 = 64\) Block:Main practical-modelling opportunity. Days61–70/30routes model additive and multiplicative situations: total/groups/pergroup, one-off costs, financial constraints and useful decisions. Criteria require known/unknown roles, number sentence, efficient strategy and contextual meaning. A future reviewed PlanBench is a manual digital aid, not a solver or automatic achievement claim. ### acara-v9:learning_areas:AC9M4N09 · content_description · row17586 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 Block:Open. The modelling routine is not a taught number-generating decision algorithm; no emerging-pattern evidence claimed. ### acara-v9:learning_areas:AC9M4N09_E1 · illustrative_elaboration · row17587 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 Block:Open. The modelling routine is not a taught number-generating decision algorithm; no emerging-pattern evidence claimed. ### acara-v9:learning_areas:AC9M4N09_E2 · illustrative_elaboration · row17588 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 Block:Open. The modelling routine is not a taught number-generating decision algorithm; no emerging-pattern evidence claimed. ### acara-v9:learning_areas:AC9M4N09_E3 · illustrative_elaboration · row17589 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 Block:Open. The modelling routine is not a taught number-generating decision algorithm; no emerging-pattern evidence claimed. ### acara-v9:learning_areas:MATMATY4_2ALG · strand · row17590 Algebra Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4A01 · content_description · row17591 find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations Block:Prior partial opportunity retained; no new full-code claim. Published11–12 teaches unknown additive roles. Budget subtraction/inverse checks here do not replace explicit unknown-equation instruction and assessment. ### acara-v9:learning_areas:AC9M4A01_E1 · illustrative_elaboration · row17592 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 \(3 + 2 + 2 = 7\) Block:Prior partial opportunity retained; no new full-code claim. Published11–12 teaches unknown additive roles. Budget subtraction/inverse checks here do not replace explicit unknown-equation instruction and assessment. ### acara-v9:learning_areas:AC9M4A01_E2 · illustrative_elaboration · row17593 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 \(6 + 8 = \square + 10\) Block:Prior partial opportunity retained; no new full-code claim. Published11–12 teaches unknown additive roles. Budget subtraction/inverse checks here do not replace explicit unknown-equation instruction and assessment. ### acara-v9:learning_areas:AC9M4A01_E3 · illustrative_elaboration · row17594 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 \(13\) Block:Prior partial opportunity retained; no new full-code claim. Published11–12 teaches unknown additive roles. Budget subtraction/inverse checks here do not replace explicit unknown-equation instruction and assessment. ### acara-v9:learning_areas:AC9M4A01_E4 · illustrative_elaboration · row17595 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, \(\square = 63\space – \space27\) Block:Prior partial opportunity retained; no new full-code claim. Published11–12 teaches unknown additive roles. Budget subtraction/inverse checks here do not replace explicit unknown-equation instruction and assessment. ### acara-v9:learning_areas:AC9M4A02 · content_description · row17596 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 Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E1 · illustrative_elaboration · row17597 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 Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E2 · illustrative_elaboration · row17598 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 \(6, 12, 18,\) … Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E3 · illustrative_elaboration · row17599 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” Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E4 · illustrative_elaboration · row17600 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 \(42\) Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E5 · illustrative_elaboration · row17601 using known multiplication facts up to \(10 \times 10\) and the inverse relationship of multiplication and division to establish corresponding division facts Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:AC9M4A02_E6 · illustrative_elaboration · row17602 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 Block:Selected calculator-free strategy opportunity; complete proficiency open. Day64 and V04A–D/N13–16 extend useful facts to larger whole-number products with explanation before calculator checks. Exact divisions use related facts. No full recall/proficiency span through10×10 or speed test has been completed. ### acara-v9:learning_areas:MATMATY4_3MEA · strand · row17603 Measurement Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4M01 · content_description · row17604 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E1 · illustrative_elaboration · row17605 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E2 · illustrative_elaboration · row17606 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E3 · illustrative_elaboration · row17607 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E4 · illustrative_elaboration · row17608 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E5 · illustrative_elaboration · row17609 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E6 · illustrative_elaboration · row17610 making a scaled measuring instrument such as a tape measure, ruler, sand timer, sun dial or measuring cup using scaled instruments and direct comparisons Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M01_E7 · illustrative_elaboration · row17611 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 Block:Open. Imaginary capacities/prices do not teach scaled instruments, partial units or physical measurement. ### acara-v9:learning_areas:AC9M4M02 · content_description · row17612 recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M02_E1 · illustrative_elaboration · row17613 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 Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M02_E2 · illustrative_elaboration · row17614 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 Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M02_E3 · illustrative_elaboration · row17615 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 Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M02_E4 · illustrative_elaboration · row17616 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 Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M02_E5 · illustrative_elaboration · row17617 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 Block:Open. Array pictures support multiplication; they are not an area/perimeter unit or formal measurement assessment. ### acara-v9:learning_areas:AC9M4M03 · content_description · row17618 solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time Block:Open. Suggested lesson times are teacher planning, not duration/am/pm/conversion problems. ### acara-v9:learning_areas:AC9M4M03_E1 · illustrative_elaboration · row17619 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 Block:Open. Suggested lesson times are teacher planning, not duration/am/pm/conversion problems. ### acara-v9:learning_areas:AC9M4M03_E2 · illustrative_elaboration · row17620 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 Block:Open. Suggested lesson times are teacher planning, not duration/am/pm/conversion problems. ### acara-v9:learning_areas:AC9M4M03_E3 · illustrative_elaboration · row17621 exploring First Nations Australians’ explanations of the passing of time through cultural accounts about cyclic phenomena involving sun, moon and stars Block:Open. Suggested lesson times are teacher planning, not duration/am/pm/conversion problems. ### acara-v9:learning_areas:AC9M4M04 · content_description · row17622 estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle Block:Open. No angle-name or right-angle comparison instruction. ### acara-v9:learning_areas:AC9M4M04_E1 · illustrative_elaboration · row17623 classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles Block:Open. No angle-name or right-angle comparison instruction. ### acara-v9:learning_areas:AC9M4M04_E2 · illustrative_elaboration · row17624 identifying angles within the environment and estimating whether they are acute, obtuse right or reflex Block:Open. No angle-name or right-angle comparison instruction. ### acara-v9:learning_areas:AC9M4M04_E3 · illustrative_elaboration · row17625 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 Block:Open. No angle-name or right-angle comparison instruction. ### acara-v9:learning_areas:AC9M4M04_E4 · illustrative_elaboration · row17626 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) Block:Open. No angle-name or right-angle comparison instruction. ### acara-v9:learning_areas:MATMATY4_4SPA · strand · row17627 Space Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4SP01 · content_description · row17628 represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects Block:Open. Schematic kit/vehicle drawings are not a taught composite-shape approximation task. ### acara-v9:learning_areas:AC9M4SP01_E1 · illustrative_elaboration · row17629 identifying common shapes that form part of a composite shape by re-creating these shapes using physical or virtual materials Block:Open. Schematic kit/vehicle drawings are not a taught composite-shape approximation task. ### acara-v9:learning_areas:AC9M4SP01_E2 · illustrative_elaboration · row17630 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 Block:Open. Schematic kit/vehicle drawings are not a taught composite-shape approximation task. ### acara-v9:learning_areas:AC9M4SP01_E3 · illustrative_elaboration · row17631 approximating complex shapes and objects in the environment with familiar shapes and objects; for example, drawing cartoon animals by combining familiar shapes Block:Open. Schematic kit/vehicle drawings are not a taught composite-shape approximation task. ### acara-v9:learning_areas:AC9M4SP01_E4 · illustrative_elaboration · row17632 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 Block:Open. Schematic kit/vehicle drawings are not a taught composite-shape approximation task. ### acara-v9:learning_areas:AC9M4SP02 · content_description · row17633 create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP02_E1 · illustrative_elaboration · row17634 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 Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP02_E2 · illustrative_elaboration · row17635 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 Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP02_E3 · illustrative_elaboration · row17636 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 Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP02_E4 · illustrative_elaboration · row17637 using different sized grids as a tool to enlarge an image or artwork Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP02_E5 · illustrative_elaboration · row17638 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 Block:Open. Group labels/destination lists are not a grid-reference/direction lesson. ### acara-v9:learning_areas:AC9M4SP03 · content_description · row17639 recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate Block:Open. Repeated arrays do not establish line/rotational-symmetry explanation. ### acara-v9:learning_areas:AC9M4SP03_E1 · illustrative_elaboration · row17640 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 Block:Open. Repeated arrays do not establish line/rotational-symmetry explanation. ### acara-v9:learning_areas:AC9M4SP03_E2 · illustrative_elaboration · row17641 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 Block:Open. Repeated arrays do not establish line/rotational-symmetry explanation. ### acara-v9:learning_areas:AC9M4SP03_E3 · illustrative_elaboration · row17642 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 Block:Open. Repeated arrays do not establish line/rotational-symmetry explanation. ### acara-v9:learning_areas:AC9M4SP03_E4 · illustrative_elaboration · row17643 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 Block:Open. Repeated arrays do not establish line/rotational-symmetry explanation. ### acara-v9:learning_areas:MATMATY4_5STA · strand · row17644 Statistics Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4ST01 · content_description · row17645 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 Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E1 · illustrative_elaboration · row17646 investigating many-to-one data displays using digital tools and graphical software, interpreting and discussing key features Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E2 · illustrative_elaboration · row17647 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 Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E3 · illustrative_elaboration · row17648 constructing graphs of data collected through observation during science experiments, recording, interpreting and discussing the results in terms of the scientific study Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E4 · illustrative_elaboration · row17649 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 Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E5 · illustrative_elaboration · row17650 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 Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST01_E6 · illustrative_elaboration · row17651 using secondary data of fire burns to construct data displays that assist First Nations Ranger Groups and other groups to care for Country/Place Block:Open. Cost comparison tables are not collected statistical variables or many-to-one displays. ### acara-v9:learning_areas:AC9M4ST02 · content_description · row17652 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 Block:Open. Comparing two purchase plans does not assess distribution shape/variation or display effectiveness. ### acara-v9:learning_areas:AC9M4ST02_E1 · illustrative_elaboration · row17653 suggesting questions that can be answered by a given data display and using the display to answer these questions Block:Open. Comparing two purchase plans does not assess distribution shape/variation or display effectiveness. ### acara-v9:learning_areas:AC9M4ST02_E2 · illustrative_elaboration · row17654 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 Block:Open. Comparing two purchase plans does not assess distribution shape/variation or display effectiveness. ### acara-v9:learning_areas:AC9M4ST02_E3 · illustrative_elaboration · row17655 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 Block:Open. Comparing two purchase plans does not assess distribution shape/variation or display effectiveness. ### acara-v9:learning_areas:AC9M4ST02_E4 · illustrative_elaboration · row17656 discussing how analysing data distributions and visualising data is a fundamental step in data preparation for AI developers Block:Open. Comparing two purchase plans does not assess distribution shape/variation or display effectiveness. ### acara-v9:learning_areas:AC9M4ST03 · content_description · row17657 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 Block:Open. No survey/statistical investigation, student-data collection or fabricated local survey. ### acara-v9:learning_areas:AC9M4ST03_E1 · illustrative_elaboration · row17658 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 Block:Open. No survey/statistical investigation, student-data collection or fabricated local survey. ### acara-v9:learning_areas:AC9M4ST03_E2 · illustrative_elaboration · row17659 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 Block:Open. No survey/statistical investigation, student-data collection or fabricated local survey. ### acara-v9:learning_areas:AC9M4ST03_E3 · illustrative_elaboration · row17660 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 Block:Open. No survey/statistical investigation, student-data collection or fabricated local survey. ### acara-v9:learning_areas:MATMATY4_6PRO · strand · row17661 Probability Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim. ### acara-v9:learning_areas:AC9M4P01 · content_description · row17662 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E1 · illustrative_elaboration · row17663 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E2 · illustrative_elaboration · row17664 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E3 · illustrative_elaboration · row17665 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E4 · illustrative_elaboration · row17666 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E5 · illustrative_elaboration · row17667 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E6 · illustrative_elaboration · row17668 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) Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E7 · illustrative_elaboration · row17669 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P01_E8 · illustrative_elaboration · row17670 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 Block:Open. No likelihood or event independence/dependence teaching. ### acara-v9:learning_areas:AC9M4P02 · content_description · row17671 conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results Block:Open. No repeated chance experiment or observed variation. ### acara-v9:learning_areas:AC9M4P02_E1 · illustrative_elaboration · row17672 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 Block:Open. No repeated chance experiment or observed variation. ### acara-v9:learning_areas:AC9M4P02_E2 · illustrative_elaboration · row17673 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 Block:Open. No repeated chance experiment or observed variation. ### acara-v9:learning_areas:AC9M4P02_E3 · illustrative_elaboration · row17674 experimenting with tossing \(2\) coins at the same time, recording and commenting on the chance of outcomes after a number of tosses Block:Open. No repeated chance experiment or observed variation. ### acara-v9:learning_areas:AC9M4P02_E4 · illustrative_elaboration · row17675 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 Block:Open. No repeated chance experiment or observed variation. ### acara-v9:achievement_standards:6d31b1b6733c3706 · achievement_standard · row227 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. Block:Annual/supporting authority, not newly taught here. Full meaning retained; no annual completion claim.