MATHS OVERVIEW-YEAR 4 TERM 4
YEAR LEVEL / CONTENT DESCRIPTORSYear 4 / Number & Algebra
DURATION / ACMNA071 Investigate and use the properties of odd and even numbers
ACMNA072 Recognise, represent and order numbers to at least tens of thousands
ACMNA073 Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
ACMNA074 Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9
ACMNA075 Recall multiplication facts up to 10 × 10 and related division facts
ACMNA077 Investigate equivalent fractions used in contexts
ACMNA079Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation
Term 1
LINKS TO OTHER LA’s
Measurement & Geometry
ACMMG087 Compare the areas of regular and irregular shapes by informal means
ACMMG088 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies )
ACMMG090 Use simple scales, legends and directions to interpret information contained in basic map
Statistics & Probability
ACMSP092 Describe possible everyday events and order their chances of occurring
ACMSP095 Select and trial methods for data collection, including survey questions and recording sheet
MAG Planning Term 4 Year 4
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES4.3.8
Equivalent Fractions / ACMN077 Investigate equivalent fractions used in context / Understand numbers, ways of representing number, relationships among numbers and number systems
Develop an understanding of fractions as parts of wholes and as locations on a number line
Understanding that there are different ways to represent the same quantity
Recognise and generate equivalent forms of commonly used fractions / Review with students how we can represent fractions by shading area
The total of the shape (Eg. square) is considered to be 1 or 1 whole.
The shaded part represents a fraction of the whole. / Students are asked to draw a picture to show two equivalent fractions for 2/8. Students will need to
name the fractions they used
say how they knew they were equivalent / FISH problem solving kit
Pizza Story Teacher Resource
butchers paper
marker pens
fraction strips
fraction wall ‐ another way of using fraction strips
( aths/fractions/wall.htm)
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.3.4
Volume / ACMMG290 Compare objects using familiar metric units of volume / Construct 3‐D objects using cubic‐centimetre blocks and count the blocks to determine the volume of the objects
Devise and explain strategies for counting blocks
Record volumes using abbreviations for cubic centimetres
Compare the volumes of two or more objects made from cubic‐centimetre blocks by counting blocks
Distinguish between mass and volume / Brainstorm with students the ideas of what makes a 3D object and a 2D object. Discuss. How students have already worked out the perimeter and surface area. But now we need to know how much stuff we can get inside. The inside part of a 3D object is its volume. / As per investion / I need to have a container with a volume of 400cm3 Give at least 2 different shaped containers that I could have with a volume of 400cm3. 1x10x40 5x8x10 1x1x400
Choose one and justify why it would be the most appropriate choice, for a container that can hold 400cm3 / FISH problem solving kit 2L bottles
Mabblocks
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.1
Number
Strategies / ACMN076 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder / Multiplication and division are the inverse operation of one another. / Complete a series of revision activities in relation to basic multiplication facts / Journal work / Tug of War
One player is called "PLUS"
The other is called "MINUS" so decide who is who.
Think about whether you have to land exactly at 1 or 27 or allowed to end up beyond those points. I wonder what difference it will make if you are allowed to go beyond rather than landing exactly on the end numbers? Once students have got used to the game, they can play a variation, this time using multiplication or division and or perhaps extending the number line.
When the rules are changed students must reflection on whether the change makes the game better to play. / ●FISH problem solving kit
●Concrete material egunifix cubes, counters.
●Multiplication facts charts
●10 sided dice
●Charts
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.1.9
Decimals / ACMNA079Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation . / Decimals show fractional parts of a whole number (less than one) and the continuation of place value to tenths and hundredths. / A whole can be divided into parts. Our number system is based on 10. One whole or set can be divided into 10 equal parts. These parts are called tenth / Have a bucket of whole straws and parts of straws. How many parts make a whole straw? (10)
Use the materials to make visual representations of decimal numbers with units and tenths. Students write the decimal number corresponding to the representation they have made. Students write the same number as a mixed fraction with whole numbers and tenths.
Digital photos can be taken to record student understanding and used as evidence of learning / A quilt was made up of a hundred squares. Seventy three squares were patterned and the remainder were plain. What part of the quilt was plain colour? Ask students to represent their answer as a fraction and a decimal / •Blank number line.
•Fifty centimeter length of string for each student.
•30 centimeter ruler, two colored marker pens/textas for each student.
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.7
Multiplication / ACMN081 Explore and describe number patterns resulting from performing multiplication /
- using knownmultiplicationfacts to calculate related division facts
- Identifying examples ofnumberpatterns in everyday life
Was the student able to identify all the combinations for the chosen numbers.
Was the student able to provide sensible word problems. / Working with a partner choose 4 numbers to do this to. A maximum of 2 numbers can be prime. 13. 13 x 1 = 13 13 ÷ 1 = 13
Working independently and using a personally selected number write a word problem for each. E.g. I have 12 cans of coke to share between my two brothers and myself. How many will we each get? / ●FISH problem solving kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.6
2D Shapes / ACMMGO88 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies / Manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features.
- Manipulate, compare and describe features of two-dimensional shapes, including the special quadrilaterals:parallelograms,rectangles,rhombuses,squares,trapeziums andkites. / 1) Create a class definition of what ‘2D means’ (two dimensional) in relation to shapes.
2) Brainstorm and list as many 2D shapes the students can name or describe.
3) Discuss the difference between a ‘regular’ shape and an ‘irregular’ shape.
- Regular shape = Has all sides and all angles equal / Teacher Observation Checklist / Folding Equilateral Triangles in a Square Investigation
Students are asked to find a way to fold an equilateral triangle from a square piece of paper. Then the challenge of finding the largest possible equilateral triangle that can be folded from a square is given. Of course, students need to prove that their conjectured triangle is the largest possible.
triangles.pdf / ●FISH problem solving kit
●Coloured Square
●Copy of triangle template-see activity
●Tangrams Template-see activity
●Origami Instructions
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.9
Display / ACMSP097 Evaluate the effectiveness of different displays in illustrating data features including variability /
- Interpretingdata representations in the media and other forums in which symbols represent more than onedata value
- Suggesting questions that can be answered by a givendata display and using the display to answer questions
●Selects and uses appropriate mental or written strategies, or technology, to solve problems
●Checks the accuracy of a statement and explains the reasoning used
●Select appropriate methods to collect data and construct , compares and interprets and evaluates data displays, including tables, picture graphs and column graphs / If the World was a Village / ●FISH problem solving kit
● Blue floor mat (with grid pictured)
●Paper strips
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
4.4.3
Tenths
Hundreths / ACMNA079 Recognise that the place value system can be expanded to tenths and hundredths, and make connections between fractions and decimal notation / Partitioning of whole numbers can be represented in various forms including fractions and decimal notation. Students need to be able to represent mixed numbers in various forms and show connections between fractions and decimal notation. Students must have a basic command of addition, subtraction, multiplication, and division facts to work with fractions. To find equivalent fractions students will need to understand how to multiply or divide. / Discuss learners’ prior knowledge of fraction, decimals and parts of whole numbers. / Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
Checks the accuracy of a statement and explains the reasoning used
Represent, model and compares commonly used fractions and decimals
Conversion calculations of fractions to decimals
Completion and accuracy of Equivalent Fractions Conversion Chart.
Answers to problem solving tasks using FISH / Albert, Bess and Charlie share two identical pizzas between them.Albert has 3/5 of the first pizza and gives the rest to Charlie. Bess has 2/3 of the second pizza and gives the rest to Charlie. (a) Who has most pizza? Explain how you get your answer. (b) Who has least? Explain your answer. / FISH problem solving kit
● IWB and Internet Access
● Place Value Charts
● Hundreds Charts
● Blank Conversion Charts
● Large Fractions/Decimals Laminated Cards
● Deck of Cards
● Calculators
● Recipes
● Junk Catalogues e.g. Spotlight
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