Maths Program s2 Yr4 t1

Sharon Tooney
MATHS PROGRAM : STAGE TWO

YEAR FOUR
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 2
Terms 1-4

Number & Algebra
Terms 1-4: Addition and Subtraction 2
Terms 1-4 : Multiplication & Division 2
Terms 1 & 3: Patterns and Algebra 2
Terms 2 & 4: Fractions and Decimals 2

Statistics & Probability
Terms 1 & 3: Data 2
Terms 2 & 4: Chance 2

Measurement & Geometry
Term 1: Length 2 / Time 2/ 2D 2 / Position 2
Term 2: Mass 2 / 3D 2 / Angles 2
Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2
Term 4: Area 2 / 3D2 / Angles 2

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.
Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 4
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
uses appropriate terminology to describe, and symbols to
represent, mathematical ideas MA2-1WM
checks the accuracy of a statement and explains the
reasoning used MA2-3WM
applies place value to order, read and represent numbers of
up to five digits MA2-4NA
Background Information
The convention for writing numbers of more than four digits
requires that numerals have a space (and not a comma) to
the left of each group of three digits when counting from the
units column, eg 16 234. No space is used in a four-digit
number, eg 6234.

Language
Students should be able to communicate using the following
language: largest number, smallest number, ascending order,
descending order, digit, ones, tens, hundreds, thousands,
tens of thousands, place value, expanded notation, round
to.
Refer also to language in Whole Numbers 1.
Recognise, represent and order numbers to at least tens of
thousands
apply an understanding of place value to read and write
numbers of up to five digits
arrange numbers of up to five digits in ascending and
descending order
state the place value of digits in numbers of up to five digits
- pose and answer questions that extend understanding of
numbers, eg 'What happens if I rearrange the digits in the
number 12 345?', 'How can I rearrange the digits to make
the largest number?'
use place value to partition numbers of up to five digits and
recognise this as 'expanded notation', eg 67 012 is 60 000 +
7000 + 10 + 2
partition numbers of up to five digits in non-standard
forms, eg 67 000 as 50 000 + 17 000
round numbers to the nearest ten, hundred, thousand or
ten thousand
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Recognise,
represent and
order numbers to
at least tens of
thousands

1
Place value in three-digit numbers
Remind children how to read and write three-digit whole numbers in figures and words. Remind
them also of the value of each digit in numbers such as 465, 509, 930. Get them to partition some
three-digit numbers, writing them in expanded form, for example: 462 = 400 + 60 + 2
Write some three-digit starter numbers on the board, such as 143, 185, 504, 309. Start with 143.
Ask the class to count back in tens to 3. Ask children, if they were to count back in tens from the
other starter numbers, how close they would get to 0. Check for 185.
- Tell me some other three-digit starting numbers that will get closer to zero. Explain why.
Now count back in hundreds, starting with numbers such as 567, 903, 850. Ask:
- Which number will get closest to zero when we count back in hundreds? Why?
- What is 100 more than 567? 100 less than 903? 10 less than 903?
- Is 567 nearer to 500 or 600? How do you know?
- What is 567 rounded to the nearest 100? To the nearest 10? Explain why.
Provide numeral expanders
to assist partitioning. Adjust
the number value according
to ability.
numeral expanders,
paper, pencil

2
Counting in fives using positive and negative numbers
Count together in fives from 3 to 63.
- How would you describe this sequence? (start with 3, then keep adding 5)
- What do you notice about the units digits of the numbers in the sequence? (all 3 or 8)
- Will 87 be in the sequence if it continues? How do you know?
- What would be the next number in the sequence after 98? How did you work it out?
- What would be the number in the sequence before 203? How did you work it out?
Together count back in fives from 63 to 3.
- How would you describe this sequence? (start with 63, then keep subtr acting 5)
- What will be the next number in the sequence after 3? ( 2)
- How will the sequence continue after that? ( 7, 12, 17, 22, )
- What do you notice about the units digits of the negative numbers in the sequence? (all
2 or 7)
Provide numeral expanders
to assist place value
identification. Adjust the
number value according to
ability.
numeral expanders,
paper, pencil

3
Doubling and halving
Practise doubling and halving some numbers up to 20: double 9, double 17, halve 26, halve 38. Ask
children to explain their strategies for, say, doubling 17. Remind them that doubling is the same as
multiplying by 2 and halving is the same as dividing by 2.
- What do you think the answer to double 40 will be? Why?
Establish that double 40 is the same as double 4 multiplied by 10, so the answer is 80.
Write on the board: 2 40 = 2 (4 10) = (2 4) 10
Now ask for: double 80, double 140, double 110. Get children to explain their answers.
Provide 100s chart as a visual
support
100s charts, paper,
pencil

4
Place value in four-digit numbers
Give out copies of Resource Point It Out Grid. Enlarge and display one. Ask questions such as:
- What do you notice about the numbers?
Adjust the number value
according to ability.
handout, pencils,
place value cards
Sharon Tooney

- Are the numbers arranged in a special way?
- What patterns can you see?
Point to 9000, 400, 60, 5 on the chart. Get children to read them aloud nine thousand, four
hundred, sixty, five. With place value cards, make the number 9465 and get children to read the
number aloud. Use the cards to check that children can partition the number and say what each
digit represents. Record on the board: 9465 = 9000 + 400 + 60 + 5
Show the class how to write the number: nine thousand four hundred and sixty -five. Repeat using
other numbers from the grid. Write some four-digit numbers on the board. Tell children that they
are to write each four - digit number in their books, partition it and then write the number in
words. Work through an example. Explain that when they have finished they should read their
numbers to their partner. Review childrens work and correct any misinterpretations.

5
Ordering 4 Digit Numbers
Shuffle a set of 09 digit cards. Get a child to pick four cards and make a four-digit number. Record
the number on the board. With the class read the number aloud. Repeat until four numbers have
been generated.
- How do you decide which number is the largest? How do you decide which is the smallest?
With the class put the numbers in order. Stress how to compare the thousands digits, then the
hundreds digits and so on.
Choose any two of the numbers. Write the numbers with a greater than (>) or less than (<) sign
between them, for example 4193 > 3127 and 3127 < 4193. Read the two number sentences aloud
together. Repeat with another two of the numbers.
Students repeat the activity with a partner, checking each others work as they go.
according to ability. Provide
visual supports for < and > as
required.
number cards, paper
and pencils

6
Review
Write randomly on the board the digits 1, 7, 3, 5. Ask children to take these digits from their 09
(from previous lesson) packs and to make the largest possible number. Now ask them to make the
smallest possible number.
- Can you make a number between 2500 and 3500? (3157 or 3175)
- Can you make a number between 7250 and 7500? (7315 or 7351)
With a partner have students pose five questions for each other to solve using their 0-9 card packs.
Record questions and possible answers.
according to ability.
number cards, paper
and pencils

7
Positive and negative numbers in context Part A
Use an online calculator. Start at 5. Count down in ones to below zero, asking children to predict
the next number before you press the equals sign. Explain that negative numbers are referred to
as negative one, negative two and so on. Draw on the board a number line with ten intervals.
Mark 0 in the centre of the line, and +5 at the right-hand end.

Point to different positions on the line. Ask children to say what the numbers should be. When the
numbers are written in, count backwards together from +5 to 5 and back to +5. Erase the
numbers, mark in 60 at the left-hand end and 0 at the sixth division.

according to ability. Provide
visual supports for < and >
also + and as required.
computers
Sharon Tooney

Point to different positions on the line, asking the class:
- What number is this?
Label the numbers as they are identified. Ask some questions such as:
- Tell me a number that is less than 20.
- Tell me a number that is more than 30.
- Tell me a number that lies between 20 and 10.
Record answers on the board, for example: 40 < 20 10 > 30 20 < 0 < 10

8
Positive and negative numbers in context Part A
Show students the resource: Negative and Positive Numbers in Temperature. Say that the
thermometers measure temperature in degrees Celsius, and point out the C abbreviation on
them. Discuss the scales on the thermometers, explaining that they usually show only some
numbers, leaving the others unmarked. Identify the positive and negative numbers on the scale.
Ask students:
- What is the temperature in York? In Rome?
Show how to record these temperatures as 2 C and 7 C. Stress that as the temperature
measurement moves down the scale and passes zero, the temperature is falling and the air is
getting colder. Point out where 5 C lies on each scale. Invite a student to indicate where 7 C
lies. Explain that, with temperatures, this is read as minus seven degrees Celsius not negative
seven degrees Celsius and that it means that the temperature is seven degrees Celsius below zero.
Ask a few questions for students to answer on their whiteboards: remind them that they should
always include the units when they write a temperature.
- The temperature starts at 4 C and goes down by 10 degrees. What is the temperature now? How
did you work it out?
- What will it be when it has risen by 3 degrees?
Now ask the class to complete the questions on the resource: Negative and Positive Numbers in
Temperature.
Visual thermometer with
moving scale to support as
needed
handout, pencils
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

Negative and Positive Numbers in Temperature

These are the temperatures in York and Rome on a day in winter.

1 How many degrees colder is it in York than in Rome?

____________________________________________________________________________________

2 The temperature in York falls by 8 degrees. What is the new temperature in York?

____________________________________________________________________________________

3 The temperature in Rome drops to 5 C. How many degrees did the temperature fall?

___________________________________________________________________________________

4 On another day, the temperature in York is 4 C. Rome is 7 degrees colder than York is. What is the
temperature in Rome?

___________________________________________________________________________________
Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
selects and uses appropriate mental or written strategies,
or technology, to solve problems MA2-2WM
uses mental and written strategies for addition and
subtraction involving two-, three-, four and five-digit
numbers MA2-5NA
Students should be encouraged to estimate answers before
attempting to solve problems in concrete or symbolic form.
There is still a need to emphasise mental computation, even
though students can now use a formal written method.
When developing a formal written algorithm, it will be
necessary to sequence the examples to cover the range of
possibilities, which include questions without trading,
questions with trading in one or more places, and questions
with one or more zeros in the first number. This example
shows a suitable layout for the decomposition method:

Language
language: plus, add, addition, minus, the difference between,
subtract, subtraction, equals, is equal to, empty number line,
strategy, digit, estimate, round to, change (noun, in
transactions of money).
Word problems requiring subtraction usually fall into two
types either 'take away' or 'comparison'.
Take away How many remain after some are removed? eg
'I have 30 apples in a box and give away 12. How many
apples do I have left in the box?'
Comparison How many more need to be added to a group?
What is the difference between two groups? eg 'I have 18
apples. How many more apples do I need to have 30 apples
in total?', 'Mary has 30 apples and I have 12 apples. How
many more apples than me does Mary have?'
Students need to be able to translate from these different
language contexts into a subtraction calculation. The word
'difference' has a specific meaning in a subtraction context.
Difficulties could arise for some students with phrasing in
relation to subtraction problems, eg '10 take away 9' should
give a response different from that for '10 was taken away
from 9'.
Apply place value to partition, rearrange and regroup
numbers to at least tens of thousands to assist calculations
and solve problems
select, use and record a variety of mental strategies to
solve addition and subtraction problems, including word
problems, with numbers of up to and including five digits, eg
159 + 23: 'I added 20 to 159 to get 179, then I added 3 more
to get 182', or use an empty number line:

- pose simple addition and subtraction problems and apply
appropriate strategies to solve them
use a formal written algorithm to record addition and
subtraction calculations involving two-, three-, four- and five-
digit numbers, eg

solve problems involving purchases and the calculation of
change to the nearest five cents, with and without the use of
digital technologies
solve addition and subtraction problems involving money,
with and without the use of digital technologies
-use a variety of strategies to solve unfamiliar problems
involving money
-reflect on their chosen method of solution for a money
problem, considering whether it can be improved
calculate change and round to the nearest five cents
use estimation to check the reasonableness of solutions to
addition and subtraction problems, including those involving
money

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Apply place value
to partition,
rearrange and
regroup numbers
to at least tens of
thousands to
assist calculations
and solve
problems

1
Adding the Most Significant Values First
We can add and subtract using mental and written strategies. We can add two, three or four digit
numbers using a range of strategies. Examine with students adding the most significant digits first.
96 90
+35 30
+11
131
Examine other example adding the most significant digits first, with three digit numbers.
789 700
+663 600
140
+12
1452
Concrete materials to
support addition as
necessary.

Adjust difficulty of algorithms
as required.
paper and pencil

2
Partitioning
Examine the partitioning method for addition and subtraction. Provide students with the following
addition example:
879 + 456 =
We need to partition the numbers by using expanded notation.
800 + 70 + 9
400 + 50 + 6
Now we can add these numbers easily.
800 + 400 = 1200
70 + 50 = 120
9 + 6 = 15
That gives us the final sum:
1200 + 120 + 15 = 1335
Provide students with the following addition example:
8987 2341 =
We need to partition the numbers first by using expanded notation.
8000 + 900 + 80 + 7
2000 + 300 + 40 + 1
Now we can subtract these numbers easily.
8000 2000 = 6000
900 300 = 600
80 40 = 40
7 1 = 6
That gives us the final sum:
6000 + 600 + 40 + 6 = 6646

support addition as
necessary.

as required.
paper and pencil
Sharon Tooney

3
Standard Written Method
Examine the Standard Written Method for addition and subtraction.
H T U We start by adding the units column first: 1 + 3 = 4
We then add the tens: 40 + 20 = 60 we put 6 tens in the tens column
Lastly we add the hundreds: 700 + 0 = 700 we put 7 hundreds in the
hundreds column.
7 4 1
+ 2 3
7 6 4

T H T U We add the units first: 3 + 4 = 7
We then add the tens: 10 + 90 = 100 so we put 0 in the tens column and
carry the 1 hundred to the hundreds column.
We then add the hundreds: 200 + 600 + 100 = 900
Lastly we add the thousands: 3000 + 0 = 3000
3 2 1 3
+ 6 9 4
3 9 0 7

H T U We start by subtracting the units column first: 7 2 = 5
We then subtract the tens: 30 - 20 = 10 we put 1 ten in the tens column
Lastly we subtract the hundreds: 300 100 = 200 we put 2 hundreds in the
hundreds column.
3 3 7
- 1 2 2
2 1 5
support addition as
necessary.

as required.
paper and pencil

4
Decomposition Method
Examine the decomposition method or trading method. We use this method for subtraction only.
In this method we borrow a multiple of 10 from the digit to the left when the top number is
smaller than the bottom number.
T H T U We subtract the units first: 2 1 = 1
We then subtract the tens: 70 80 we cant do because 70 is smaller
than 80. We need to borrow from the hundreds column. We bring over
100 from the hundreds column (10 tens are 100) Now 10 tens + 7 tens
8 tens is the same as 170 80 = 90 so we put 9 in the tens column.
Because we borrowed one hundred we need to strike out the 4 in the
hundreds column and leave 3 hundreds. 300 200 = 100 so we put 1 in
the hundreds column.
Lastly we subtract the thousands column. 3000 1000 = 2000
3 10
3 4 7 2
- 1 2 8 1
2 1 9 1

support addition as
necessary.

as required.
paper and pencil
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Subtraction 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
uses mental and informal written strategies for
multiplication and division MA2-6NA
An inverse operation is an operation that reverses the effect
of the original operation. Addition and subtraction are
inverse operations; multiplication and division are inverse
operations.
Linking multiplication and division is an important
understanding for students in Stage 2. They should come to
realise that division 'undoes' multiplication and
multiplication 'undoes' division. Students should be
encouraged to check the answer to a division question by
multiplying their answer by the divisor. To divide, students
may recall division facts or transform the division into
a multiplication and use multiplication facts, eg is the same
as .
The use of digital technologies includes the use of
calculators.

Language
language: multiply, multiplied by, product, multiplication,
multiplication facts, tens, ones, double, multiple, factor,
shared between, divide, divided by, division, halve,
remainder, equals, is the same as, strategy, digit.
As students become more confident with recalling
multiplication facts, they may use less language. For
example, 'five rows (or groups) of three' becomes 'five
threes' with the 'rows of' or 'groups of' implied. This then
leads to 'one three is three', 'two threes are six', 'three
threes are nine', and so on.
The term 'product' has a meaning in mathematics that is
different from its everyday usage. In mathematics, 'product'
refers to the result of multiplying two or more numbers
together.
Students need to understand the different uses for the =
sign, eg 4 3 = 12, where the = sign indicates that the right
side of the number sentence contains 'the answer' and
Recall multiplication facts up to 10 10 and related division facts
count by fours, sixes, sevens, eights and nines using skip counting
use the term 'product' to describe the result of multiplying two or
more numbers, eg 'The product of 5 and 6 is 30'
use mental strategies to build multiplication facts to at least 10
10, including:
using the commutative property of multiplication, eg 7 9 = 9 7
using known facts to work out unknown facts, eg 5 7 is 35, so 6
7 is 7 more, which is 42
using doubling and repeated doubling as a strategy to multiply by
2, 4 and 8, eg 7 8 is double 7, double again and then double again
using the relationship between multiplication facts, eg the
multiplication facts for 6 are double the multiplication facts for 3
factorising one number, eg 5 8 is the same as 5 2 4, which
becomes 10 4
recall multiplication facts up to 10 10, including zero facts, with
automaticity
find 'multiples' for a given whole number, eg the multiples of 4
are 4, 8, 12, 16,
relate multiplication facts to their inverse division facts, eg 6 4 =
24, so 24 6 = 4 and 24 4 = 6
determine 'factors' for a given whole number, eg the factors of 12
are 1, 2, 3, 4, 6, 12
use the equals sign to record equivalent number relationships
involving multiplication, and to mean 'is the same as', rather than to
mean to perform an operation, eg 4 3 = 6 2
- connect number relationships involving multiplication to factors of
a number, eg 'Since 4 3 = 6 2, then 4, 3, 2 and 6 are factors of 12'
- check number sentences to determine if they are true or false and
explain why, eg 'Is 7 5 = 8 4 true? Why or why not?'
Develop efficient mental and written strategies, and use
appropriate digital technologies, for multiplication and for division
where there is no remainder
multiply three or more single-digit numbers, eg 5 3 6
model and apply the associative property of multiplication to aid
mental computation, eg 2 3 5 = 2 5 3 = 10 3 = 30
- make generalisations about numbers and number relationships, eg
'It doesn't matter what order you multiply two numbers in because
the answer is always the same'
use mental and informal written strategies to multiply a two-digit

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney

should be read to mean 'equals', compared to a statement of
equality such as 4 3 = 6 2, where the = sign should be
read to mean 'is the same as'.
number by a one-digit number, including:
using known facts, eg 10 9 = 90, so 13 9 = 90 + 9 + 9 + 9 = 90 +
27 = 117
multiplying the tens and then the units, eg 7 19: 7 tens + 7 nines
is 70 + 63, which is 133
using an area model, eg 27 8

using doubling and repeated doubling to multiply by 2, 4 and 8, eg
23 4 is double 23 and then double again
using the relationship between multiplication facts, eg 41 6 is 41
3, which is 123, and then double to obtain 246
factorising the larger number, eg 18 5 = 9 2 5 = 9 10 = 90
- create a table or simple spreadsheet to record multiplication facts,
eg a 10 10 grid showing multiplication facts
use mental strategies to divide a two-digit number by a one-digit
number where there is no remainder, including:
using the inverse relationship of multiplication and division, eg 63
9 = 7 because 7 9 = 63
recalling known division facts
using halving and repeated halving to divide by 2, 4 and 8, eg 36
4: halve 36 and then halve again
using the relationship between division facts, eg to divide by 5,
first divide by 10 and then multiply by 2
- apply the inverse relationship of multiplication and division to
justify answers, eg 56 8 = 7 because 7 8 = 56
record mental strategies used for multiplication and division
select and use a variety of mental and informal written strategies
to solve multiplication and division problems
- check the answer to a word problem using digital technologies
Use mental strategies and informal recording methods for division
with remainders
model division, including where the answer involves a remainder,
using concrete materials
- explain why a remainder is obtained in answers to some division
problems
use mental strategies to divide a two-digit number by a one-digit
number in problems for which answers include a remainder, eg 27
6: if 4 6 = 24 and 5 6 = 30, the answer is 4 remainder 3
record remainders to division problems in words, eg 17 4 = 4
remainder 1
interpret the remainder in the context of a word problem, eg 'If a
car can safely hold 5 people, how many cars are needed to carry 41
people?'; the answer of 8 remainder 1 means that 9 cars will be
needed

Sharon Tooney


Recall
multiplication
facts up to 10 10
and related
division facts

Develop efficient
mental and
written strategies,
and use
appropriate
digital
technologies, for
multiplication and
for division where
there is no
remainder

Use mental
strategies and
informal recording
methods for
division with
remainders

5
Factors
Students are asked to find all of the factors of a given number (eg 24) and use counters to make
the appropriate arrays. Using this knowledge, students are asked to use mental strategies to
multiply numbers eg 24 25 = 6 4 25 = 6 100 = 600. Students could also be challenged to find
which of the numbers between 1 and 100 has the most factors and to record their findings.
as required.
counters, paper and
pencils

6
Multiplying by Multiples of Ten
Students investigate multiplying numbers by 10 on a calculator. Students then discuss and record
the results. Students then try multiplying one- and two-digit numbers by multiples of ten using
mental strategies and discuss the results. Possible questions include:
- what strategy did you use?
- what other strategies could you use?
- did you multiply the tens and then the units?
- did you use relationships between multiplication facts?
Support as required. calculators, paper and
pencils

7
Calculations Race
Students work in three groups. One group solves a problem using a calculator, one group solves it
using a written algorithm and the third group solves the problem using mental calculations. The
following are examples of the types of problems to be used:
2 4000 =
20 20 =
400 5 =
39 3 =
Students discuss the efficiency of each method.
Variation: Groups rotate, trying the different methods of solution to a problem. Students discuss
the efficiency of each method in relation to different problems.
Peer tutoring strategy within
group formation
calculators, paper and
pencils

8
Mental Calculations
Students are asked to calculate mentally 26 4. Students discuss the various ways they solved the
problem using mental calculation eg
26 4 = 20 4 + 6 4 = 80 + 24 = 104
26 4 = 25 4 + 1 4 = 100 + 4 = 104
26 4 = double 26 and double 26 again = 52 + 52 = 104
Students are asked to pose problems to be solved using mental computation.
support as necessary.

as required.
paper and pencils
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Patterns and Algebra 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
generalises properties of odd and even numbers, generates
number patterns, and completes simple number sentences
by calculating missing values MA2-8NA
In Stage 2, the investigation of odd and even numbers leads
to understanding what happens to numbers when they are
added together or multiplied together. For example, 'An odd
number added to an even number always results in an odd
number', 'An even number multiplied by an even number
always results in an even number'.

Language
language: pattern, term, missing number, odd, even, number
sentence, is the same as, equals.
Use equivalent number sentences involving addition and subtraction
to find unknown quantities
complete number sentences involving addition & subtraction by
calculating missing numbers, eg: +55=83, -15=19
- use inverse operations to complete number sentences
- justify solutions when completing number sentences
find the missing number in a number sentence involving operations of
addition or subtraction on both sides of the equals sign, eg 8+=6+7
Investigate and use the properties of even and odd numbers
investigate & generalise the result of adding, subtracting &
multiplying pairs of even numbers, pairs of odd numbers, or 1 even & 1
odd number, eg even + odd = odd, odd odd = odd
- explain why the result of a calculation is even or odd with reference to
the properties of the numbers used in the calculation
- predict whether the answer to a calculation will be even or odd by
using the properties of the numbers in the calculation
Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9
generate number patterns using multiples of 3, 4, 6, 7, 8 and 9
- investigate visual number patterns on a number chart
Explore and describe number patterns resulting from performing
multiplication
use the word term when referring to numbers in a number pattern
- describe the position of each term in a given number pattern, eg The
first term is 6
find a higher term in a number pattern resulting from performing
multiplication, given the first few terms, eg determine next term 4, 8,
16, 32, 64,
- describe how the next term in a number pattern is calculated, eg Each
term in the pattern is double the previous term
Solve word problems by using number sentences involving
multiplication or division where there is no remainder
complete number sentences involving multiplication & division by
calculating missing numbers, eg: 28=x7, 40=5
represent & solve multiplication & division word problems using
number sentences, eg 'I buy six pens, total cost is $24. What is the cost
of each pen?' can be represented as 6x=24 or 246=
- discuss whether it is more appropriate to represent the problem using
or in order to calculate the solution
- pose a word problem based on a given number sentence, eg given
4x=28 , a problem could be: 'I have 28 cans of drink and stack them
into rows of 4. How many rows will there be?'

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Sharon Tooney


Use equivalent
number sentences
involving addition
and subtraction to
find unknown
quantities

Investigate and
use the properties
of even and odd
numbers

Investigate
number sequences
involving
multiples of 3, 4,
6, 7, 8 and 9

Explore and
describe number
patterns resulting
from performing
multiplication

Solve word
problems by using
number sentences
involving
multiplication or
division where
there is no
remainder

4
Growing and repeating patterns with numbers
This activity asks you to identify and continue the patterns below, then to create your own
patterns similar to those given. Growing patterns with numbers: continue the patterns for 4 more
numbers.
a. 1, 3, 5, 7, 9 ___, ___, ___, ___ e. 3, 7, 11, 15, 19 ___, ___, ___, ___
b. 1, 2, 4, 7, 11 ___, ___, ___, ___ f. 28, 24, 20, 16 ___, ___, ___, ___
c. 1, 2, 4, 8, 16 ___, ___, ___, ___ g. 128, 64, 32, 16 ___, ___, ___, ___
d. 1, 3, 9, 27 ___, ___, ___, ___ h. 1, 3, 7, 15, 31 ___, ___, ___, ___
Make two of your own growing patterns using numbers. Write them down, and state what the
rules are.
For the patterns below identify the pattern and describe it in the space given:
a. 4, 8, 16, 32 b. 19, 16, 13, 10 c. 2, 3, 5, 8, 12 d. 3, 5, 9, 17, 33
Ask students to describe how they worked out what the patterns were.
Extension: For any of the
questions, try to work out
what came before the first
term.

Counters to create patterns
concretely as required.
paper and pencils

5
Identify a rule for number patterns
For the number patterns below work out what operation is being used to generate the next term
(e.g. add 4 each time, multiply by two each time). Write a sentence beneath each pattern to
describe the pattern.
Pattern 1: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
Pattern 2: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
Pattern 3: 18, 16, 14, 12, 10, 8, 6, 4, 2, 0
Pattern 4: 2, 4, 8, 16, 32, 64
Pattern 5: 24, 12, 6, 3
Pattern 6: 6, 11, 16, 21, 26, 31, 36, 41
Pattern 7: 32, 29, 26, 23, 20, 17, 14, 11, 8
Pattern 8: 2, 6, 18, 54, 162
Pattern 9: 270, 90, 30, 10
Pattern 10: 52, 47, 42, 37, 32, 27, 22
Possible questions:
- How did I work out what the operation was?
- How did I work out what the rule was?
paper and penils

6
Create a number pattern based on a rule
For the following situations your job is to create a number pattern based on the rule stated. You
should create three different patterns for each rule by starting with a different number each time.
Rule 1: Add 4
Rule 2: Subtract 2
Rule 3: Multiply by 2 then take 1 off
Rule 4: Divide by two then add 1 on
Now make up your own rules:
Rule 5: Add ____
Extension: A pattern was
made using the following
rule: subtract 3. If the last
number in the pattern was
14, what were the previous 3
numbers? What would the
next 2 numbers be?

paper and pencils
Sharon Tooney

Rule 6: Subtract _____
Rule 7: Multiply by _____
Rule 8: Divide by _____
Now work out what the rule is in the situations below and create your own pattern using this rule.
The ones with stars have two operations not one.
Rule 9: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________
* Rule 10: 6, 11, 21, 41, 81 What is the rule? ___________
Rule 11: 6400, 1600, 400, 100, 25 What is the rule? ___________
* Rule 12: 2, 5, 14, 41, 122 What is the rule? ___________
Possible questions:
- What patterns have you found?

7
Continue number patterns
Work out the number pattern in the following situations and use it to complete the missing terms
by filling in the boxes.
1. Number pattern: 5, 7, 9, 11, , 15, 17, What is the rule?
2. Number pattern: 6, 10, 14, 18, , , 30 What is the rule?
3. Number pattern: , 30, 25, 20, , 10 What is the rule?
4. Number pattern: 2, 6, 18, , 162, 486, What is the rule?
5. Number pattern: , 27, 20, 13, What is the rule?
6. Number pattern: 9, 12, 15, 18, , What is the rule?
7. Number pattern: , 160, 80, 40, 20, , What is the rule?
8. Number pattern: , , 33, 28, 23, 18, What is the rule?
9. Number pattern: 7, 14, 28, , , 224 What is the rule?
10. Number pattern: 5, 14, 23, 32, 41, , What is the rule?
Possible question:
How did I work out the rule and the missing terms?
Extension: The rule is add
12. Fill in the blanks:
, , 31, ,

paper and pencil
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Length 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
measures, records, compares and estimates lengths,
distances and perimeters in metres, centimetres and
millimetres, and measures, compares and records
temperatures MA2-9MG
It is important that students have a clear understanding of
the distinction between perimeter and area.
The use of a thermometer to measure temperature is
included in the Length substrand of the syllabus, but it is not
anticipated that this skill will be taught as part of learning
experiences focused on length. It may be helpful to draw
students' attention to the link between negative numbers,
which are introduced in Stage 3 Whole Numbers, and a
temperature scale.

Language
language: length, distance, metre, centimetre, millimetre,
ruler, tape measure, trundle wheel, measure, estimate,
perimeter, height, width, temperature, cold, warm, hot,
degree (Celsius), thermometer.
'Perimeter' is derived from the Greek words that mean to
measure around the outside: peri, meaning 'around', and
metron, meaning 'measure'.
The term 'height' usually refers to the distance from the
'base' to the 'top' of an object or shape. The term 'width'
usually refers to the shorter side of a rectangle; another
word for width is 'breadth'.
Use scaled instruments to measure and compare lengths
use a tape measure, ruler and trundle wheel to measure
lengths and distances
- select and use an appropriate device to measure lengths and
distances
- explain why two students may obtain different measures for
the same length
select and use an appropriate unit to estimate, measure and
compare lengths and distances
recognise the features of a three-dimensional object
associated with length that can be measured, eg length, height,
width, perimeter
use the term 'perimeter' to describe the total distance around
a two-dimensional shape
estimate and measure the perimeters of 2D shapes
- describe when a perimeter measurement might be used in
everyday situations, eg determining the length of fencing
required to enclose a playground
convert between metres & centimetres, & between
centimetres & millimetres
- describe 1cm as 1-hundredth of a metre & 1mm as 1-tenth of a
centimetre
- explain the relationship between the size of a unit & the
number of units needed, eg more centimetres than metres will
be needed to measure the same length
record lengths & distances using decimal notation to 2 decimal
places, eg 1.25 m
Use scaled instruments to measure and compare temperatures
identify temperature as a measure of how hot or cold
something is
use everyday language to describe temperature
recognise the need for formal units to measure temperature
use a thermometer to measure and compare temperatures to
the nearest degree Celsius
record temperatures to the nearest degree Celsius using the
symbol for degrees ()
- use a thermometer to take and record daily temperature
readings

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Sharon Tooney


Use scaled
instruments to
measure and
compare lengths

Use scaled
instruments to
measure and
compare
temperatures

1
Trundle Wheels
Small groups of students investigate the length measured by one rotation of the trundle wheel.
Students can either:
1. draw a chalk line along the ground as the wheel rotates once,
2. draw a line one metre long, or place the one metre ruler on the ground and rotate the wheel
along the line,
3. cut a piece of string one metre long and place it around the wheel or
4. place a tape measure around the wheel.
Students record the procedure used to measure the length and report on the accuracy of their
groups trundle wheel.
Extension: measure and
record the perimeter of
playground markings or
pathways. Groups compare
their measurements and
report on the differences
trundle wheels, metre
rulers, string, tape
measures, pencils and
paper

2
Introduction to Perimeter
Pairs of students find the perimeter of a rectangle or square by measuring, recording and then
adding the sides. Examples may include rectangular cards or drawings with sides which measure a
whole number of centimetres. Students discuss the possible methods of finding the perimeter of a
rectangle, and report on whether it is necessary to measure all four sides of a rectangle or square.
Variation: measure and record the perimeter of a desk or two desks joined together, by measuring
one edge at a time. Record the perimeter in metres and centimetres. Check by using a long tape
measure or piece of string.
Peer tutoring strategy in pair
formation
2D shapes or small
cards, pencils, paper
30cm rulers, tape
measures, string

3
Shapes to Order
Students draw and label rectangles and squares which have specified perimeters, eg. 20cm, 36cm,
1m 20cm, 3.6m. Students work in groups to record as many different rectangles as possible in a set
time.
1cm grid paper may assist
students who have difficulty
drawing
rulers, measuring
tapes, chalk, pencils,
paper

4
Room For Elbows
Students design a dinner table which will seat four students along each side, with enough space to
eat comfortably. Students draw a diagram of the table with listed reasons for the dimensions.
Peer tutoring strategy in
group formation
rulers, measuring
tapes, pencils, paper,
tables, chairs

5
Cut In Half
Students choose a large, rectangular picture from a magazine. Students measure and record the
perimeter. The picture is cut in half and the perimeter measured and recorded again. Students cut
the picture in half again and measure the perimeter. Students record results with labelled
diagrams and comment on how the measurements are changing.
Extension: present the results
in a table
magazines, scissors,
30cm rulers, pencils
and paper

6
Body Parts
Students work in groups of five or six to measure, record and compare body parts, eg. Height, head
size, wrist and ankles measurement, total length of fingernails, circumference or total length of
fingers on one hand. Students record their measurements and comment on relationships between
body parts, such as length of arms and length of fingers, or length of feet and height.
Extension: students present
the group members
measurements in a graph
tape measures, 30cm
rulers, string or
streamers, pencils and
paper

7
String Triangles
Students use a piece of string 1 metre long to experiment with making triangles. Students measure
the lengths of the sides of the triangles in centimetres and millimetres. Students record and label
the triangles as right angled, isosceles, equilateral, or scalene. Students check the measurements
Extension: experiment with
other shapes
1 metre length of
string for each student
or pair of students,
30cm rulers
Sharon Tooney

on the drawn triangles to ensure that each triangle has a perimeter of 1metre.

8
Kathys and Kyles
Student work in small groups to estimate how far they can run in ten seconds. Students measure
the distance in meters and record using decimal notation to two decimal places.
Make an Envelope
Students design a greeting card approximately 12cm by 18cm. Students make a simple envelope
for the card, ensuring there is enough space around the card so that it will fit the envelope.
Students draw diagrams of how to cut and fold the envelope and label with correct measurements.
Extension: students calculate
their running speed in km/h
stop watches, trundle
wheels, measuring
tapes, rulers, paper
and pencils, light card,
scissors, sticky tape,
paste, 30cm rulers
9
Centimetres, Centimetres, Centimetres!
Students work in pairs or small groups to measure, cut and label lengths of streamer:
one 1m strip
two 0.5m strips
four 0.25m strips
five 0.2m strips
ten 0.1m strips
On a large piece of paper at least 1m x 20cm, students paste the smaller strips under the 1m strip, so that
each line is equal to 1metre. Label each line, eg. 50cm + 50cm= 1m or 0.5m + 0.5m = 1m
Note : the finished product may look more attractive if students are able to select a different colour for each
line.
Peer tutoring strategy in pair
formation
streamers, scissors,
glue, pencils, butchers
paper
10 Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Time 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
reads and records time in one-minute intervals and
converts between hours, minutes and seconds MA2-13MG
Midday and midnight need not be expressed in am or pm
form. '12 noon' or '12 midday' and '12 midnight' should be
used, even though 12:00 pm and 12:00 am are sometimes
seen.
The terms 'am' and 'pm' are used only for the digital form of
time recording and not with the 'o'clock' terminology.
It is important to note that there are many different forms
used in recording dates, including abbreviated forms.
Different notations for dates are used in different countries,
eg 8 December 2014 is usually recorded as 8/12/14 in
Australia, but as 12/8/14 in the United States of America.
Refer also to background information in Time 1.

Language
language: calendar, date, timetable, timeline, time, hour,
minute, second, midday, noon, midnight, am (notation), pm
(notation).
The term 'am' is derived from the Latin ante meridiem,
meaning 'before midday', while 'pm' is derived from the
Latin post meridiem, meaning 'after midday'.
Convert between units of time
convert between units of time and recall time facts, eg 60
seconds = 1 minute, 60 minutes = 1 hour, 24 hours = 1 day
- explain the relationship between the size of a unit and the
number of units needed, eg fewer hours than minutes will be
needed to measure the same duration of time
Use am and pm notation and solve simple time problems
record digital time using the correct notation, including am
and pm, eg 9:15 am
- describe times given using am and pm notation in relation
to 'midday' (or 'noon') and 'midnight', eg '3:15 pm is three
and a quarter hours after midday'
relate analog notation to digital notation for time, eg ten to
nine in the morning is the same time as 8:50 am
solve simple time problems using appropriate strategies, eg
calculate the time spent on particular activities during the
school day
Read and interpret simple timetables, timelines and
calendars
read and interpret timetables and timelines
read and interpret calendars
- explore and use different notations to record the date
- explore and use the various date input and output options
of digital technologies

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Sharon Tooney


Convert between
units of time

Use am and pm
notation and solve
simple time
problems

Read and
interpret simple
timetables,
timelines and
calendars

1
Converting Time
Students convert different ways of writing the time. For example, completing the table. The
students should fill in the blanks, using the appropriate method of writing the time (e.g. in words,
using the 24 hour clock, or using the 12 hour clock).
Time in words 24 hour clock 12 hour clock
seven oclock in the evening 19:00 07:00pm
quarter to ten in the morning

14:20

22:15

midnight

midday

02:15am
half past eleven in the evening

08:15

06:45 am
twenty past seven in the morning

quarter past nine in the evening

8:45pm

10:30

10 past 7 in the evening

01:40

1:50pm
17 minutes past 4 in the afternoon

List of time words to assist
spelling. 12 hour and 24
clocks with movable hands.
paper and pencil

2
Time Intervals
Students read the time on a clock face and work out the difference between that and the time
given on a digital clock. For example:

4:47 9:31 4:35
12 hour clocks with movable
hands.
paper and pencils

3
Time Problems
Students complete word problems involving time, for example:
1. Katie wants to watch Shrek 2. The film lasts 118 minutes, and she has to go out in 2 hours. Does
Support as required,
particularly with reading
problems
paper and pencils
Sharon Tooney

she have time to watch it?
2. Matt and Pete are having a race on their bikes. It takes Matt an hour and a half, but Pete is 6
minutes faster. How long does it take Pete?
3. The football match kicks off at 3:02pm at Emirates Stadium. Altogether, the game lasts 96
minutes. What time does it finish?
4. A super jet flies arrives in New York at 4:20pm. If the flight from London takes 5 hours and 5
minutes, what time did it take off?
5. The cooking time for a pizza is 17 minutes. James wants it to be ready in time for his favourite
programme at 8pm. What time does he need to start cooking the pizza?
6. Assembly at Whiteleaf School lasts 25 minutes, and playtime starts at twenty to eleven. What
time does assembly start?
7. While his mum is cooking dinner, Bilal plays Super Mario Kart for 55 minutes and then does his
homework for 30 minutes. How long does he wait for his dinner? Etc

4
Organising a Diary
Students identifying times written in different ways and sequencing events according to time, have
them read through the following information and reorganise the information accordingly.
Neville jotted down the names of customers wanting their hair cut on Thursday and the times of the
appointments they made. Reorganise the appointments in their proper sequence and write in the names
of the customers and their appointment times in the appointment book.
(Assume a working day is from 8.30 am to 5.00 pm).
M. Xavier: midday
J. Wendt: one in the afternoon
J: Farnham: 9.00 am
L. Bankier: quarter to 10 in the morning
J.Garner: 11.40 am in the afternoon
N.Andrews: five to three
S. Andrews: quarter past three
Y: Coates: 4.10 pm
T: Fedorenko: half past eight
M. Hillier: half past two

Name Appointment Time
T. Fedorenko 8.30am

Support as required,
particularly with reading
diary enteries
paper and pencil
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 2D 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
manipulates, identifies and sketches two-dimensional
shapes, including special quadrilaterals, and describes their
features MA2-15MG
Students should be given the opportunity to attempt to
create tessellating designs with a selection of different
shapes, including shapes that do not tessellate.

Language
language: shape, two-dimensional shape (2D shape),
triangle, quadrilateral, parallelogram, rectangle, rhombus,
square, trapezium, kite, pentagon, hexagon, octagon, line
(axis) of symmetry, reflect (flip), translate (slide), rotate
(turn), tessellate, clockwise, anti-clockwise, half-turn,
quarter-turn, threequarter- turn.
In Stage 1, students referred to the transformations of
shapes using the terms 'slide', 'flip' and 'turn'. In Stage 2,
they are expected to progress to the use of the terms
'translate', 'reflect' and 'rotate', respectively.
Compare and describe two-dimensional shapes that result
from combining and splitting common shapes, with and
without the use of digital technologies
combine common 2D shapes, including special quads, to
form other common shapes or designs, eg combine a
rhombus & a triangle to form a trapezium

- describe &/or name the shape formed from a combination
of common shapes
- follow written or verbal instructions to create a common
shape using a specified set of 2 or more common shapes, eg
create an octagon from 5 squares and 4 triangles
- use digital technologies to construct a design or logo by
combining common shapes
split a given shape into 2 or more common shapes &
describe the result, eg 'I split the parallelogram into a
rectangle & 2 equal-sized triangles'

- compare the area of the given shape with the area of each
of the shapes it is split into, eg if a pentagon is split into 5
equal triangles, describe the area of the pentagon as 5 times
the area of 1 triangle, or the area of 1 triangle as of the area
of the pentagon
record the arrangements of common shapes used to create
other shapes, & the arrangement of shapes formed after
splitting a shape, in diagrammatic form, with/out the use of
digital technologies
- record different combinations of common shapes that can
be used to form a particular regular polygon, eg a hexagon
can be created from, or split into, many different
arrangements, such as


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Sharon Tooney

Create symmetrical patterns, pictures and shapes, with and
without the use of digital technologies
create symmetrical patterns, designs, pictures & shapes by
translating (sliding), reflecting (flipping) & rotating (turning) 1
or more common shapes
- use different types of graph paper to assist in creating
symmetrical designs
- use digital technologies to create designs by copying,
pasting, reflecting, translating & rotating common shapes
- apply & describe amounts of rotation, in both clockwise &
anti-clockwise directions, including turns, turns &
turns, when creating designs
- describe the creation of symmetrical designs using the
terms reflect, translate & rotate
create & record tessellating designs by reflecting,
translating & rotating common shapes
- use digital technologies to create tessellating designs
- determine which of the special quads can be used to create
tessellating designs
- explain why tessellating shapes are best for measuring area
identify shapes that do & do not tessellate
- explain why a shape does or does not tessellate
draw the reflection (mirror image) to complete
symmetrical pictures & shapes, given a line of symmetry,
with/out the use of digital technologies

Sharon Tooney


Compare and
describe two-
dimensional
shapes that result
from combining
and splitting
common shapes,
with and without
the use of digital
technologies

Create
symmetrical
patterns, pictures
and shapes, with
and without the
use of digital
technologies

2
Combining Shapes 1
Students combine common 2D shapes, including special quads, to form other common shapes or
designs, eg combine a rhombus & a triangle to form a trapezium

- describe &/or name the shape formed from a combination of common shapes
1. Identify the pair of shapes that can be combined to form a rhombus.
2. Which pair of shapes can be combined to make a rectangle?
3. Identify the name of the shape that can be formed with the pair of shapes.
4. Which shape completes the rectangle?
a. b. etc
- use digital technologies to construct a design or logo by combining common shapes
http://www.iboard.co.uk/iwb/Pattern-Making-With-Shapes-654
http://www.iboard.co.uk/iwb/Picture-Making-with-Shapes-653
Support as needed to
manipulate shapes and use
computers
2D shapes, computers,
paper and pencils

3
Combining Shapes 2
Students combine common 2D shapes, including special quadrilaterals, to form other common
shapes or designs
- follow written or verbal instructions to create a common shape using a specified set of 2 or more
common shapes, eg create an octagon from 5 squares and 4 triangles
Students may complete some of the designs from the web-tool:
http://www.iboard.co.uk/iwb/Picture-Making-with-Shapes-653
using verbal instructions rather than computer prompts. Can they identify what they are creating
before the picture is complete?
Create with shapes prior to
attempting to draw. Trace
shapes or use dot paper to
draw shape/picture.
2D shapes, paper,
pencils, dot paper

4
Symmetrical Patterns 1
Students create symmetrical patterns, designs, pictures & shapes by translating (sliding), reflecting
(flipping) & rotating (turning) 1 or more common shapes
- use different types of graph paper to assist in creating symmetrical designs (see attached graph
sheets for students to create their own designs and/or start a design for a partner to complete)
- use digital technologies to create designs by copying, pasting, reflecting, translating & rotating
common shapes (using websites, such as those listed below)
http://gwydir.demon.co.uk/jo/symmetry/symm.htm
http://www.haelmedia.com/OnlineActivities_txh/mc_txh4_001.html
Support as needed to use
computers
computers,
symmetrical reflection
handouts, pencils

5
Symmetrical Patterns 2
Students create symmetrical patterns, designs, pictures & shapes by translating (sliding), reflecting
(flipping) & rotating (turning) 1 or more common shapes
- apply & describe amounts of rotation, in both clockwise & anti-clockwise directions, including
turns, turns & turns, when creating designs
- describe the creation of symmetrical designs using the terms reflect, translate & rotate
Support as needed to
manipulate shapes. Trace
shapes or use dot paper to
draw shape/picture.
2D shapes, paper and
pencils, dot paper
Sharon Tooney

Provide students with a variety of 2D shape masters to colour, cut and paste to create a picture.
They need to be encouraged to experiment with flipping, sliding and turning shapes within their
picture to emphasise the use of shapes in a variety of orientations.
6 Revision

7 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Symmetrical Reflections
Sharon Tooney

Symmetrical Reflections

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Position 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
uses simple maps and grids to represent position and
follow routes, including using compass directions MA2-17MG
Students need to have experiences identifying north from a
compass in their own environment and then determining the
other three key directions: east, south and west. This could
be done in the playground before introducing students to
using these directions on maps to describe the positions of
various places. The four directions NE, SE, SW and NW could
then be introduced to assist with descriptions of places that
lie between N, E, S and W.

Language
language: position, location, map, plan, legend, key, scale,
directions, compass, compass rose, north, east, south, west,
north-east, south-east, south-west, north-west.
The word 'scale' has different meanings in different contexts.
Scale could mean the enlargement or reduction factor for a
drawing, the scale marked on a measuring device, a fish scale
or a musical scale.
Use simple scales, legends and directions to interpret
information contained in basic maps
use a legend (or key) to locate specific objects on a map
use a compass to find north and then east, south and west
use N, E, S and W to indicate north, east, south and west,
respectively, on a compass rose
use an arrow to represent north on a map
determine the directions north, east, south and west when
given one of the directions
use north, east, south and west to describe the location of
a particular object in relation to another object on a simple
map, given an arrow that represents north, eg 'The treasure
is east of the cave'
use NE, SE, SW and NW to indicate north-east, south-east,
south-west and north-west, respectively, on a compass rose,
eg

determine the directions NE, SE, SW and NW when given
one of the directions
use north-east, south-east, south-west and north-west to
describe the location of an object on simple maps, given a
compass rose, eg 'The tree is south-west of the sign'
calculate the distance between two points on a map using
a simple given scale
use scales involving multiples of 10 to calculate the
distance between two points on maps and plans
- interpret simple scales on maps and plans, eg 'One
centimetre on the map represents one metre in real life'
- give reasons for using a particular scale on a map or plan
recognise that the same location can be represented by
maps or plans using different scales

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Sharon Tooney


Use simple scales,
legends and
directions to
interpret
information
contained in basic
maps

5
Maps
Look at a variety of different maps and the legends used on each to provide information about
specific objects on the maps. Show the students the following example of Barefoot Island :

Have students create their own Barefoot Island either by tracing their foot or using the attached
resource link :
http://www.teacherspayteachers.com/Product/Barefoot-Island-Mapping-Symbols-178103
Assistance to trace feet as
necessary.

Example legends visually
displayed.
paper, pencils,
handout

6
Create a Compass
Discuss with the students what a compass is and the four principal directions which appear on it.
Introduce the students to Never Eat Slimy Worms as a means of remembering the clockwise
order of North, South, East and West on a compass. Have students label a compass rose correctly
with these for directions. Eg.

Using stiff cardboard circles, spinners and split pins, have the students create their own compass.
Visual display of compass
rose and Never Eat Slimy
Worms
stiff cardboard,
scissors, split pins,
pencils, compass rose

7
Use a Compass
Using compasses, take the students outside into the playground. Stand in the middle of the
playground and in small groups with a compass locate the direction North and place a witches hat
several metres away in that direction. Repeat the activity for East, South and West.
After all directions are marked by witches hats, have students return to the original spot in the
centre of the playground.
Teacher calls an action and a direction and students must move towards the correct witches hat,
eg Hop east. I the teacher calls Never Eat Slimy Worms the students must run around all of the
witches hats in the correct order starting at North and return to the centre.
Peer tutoring strategy for
group formation
compasses, witches
hats

8
Where is North?
Go for a walk around the school and identify where all of the major structures are. Return to the
classroom and have students draw a map of the school. When maps are complete, remind
students about the direct game which they played last lesson. Ask the students in which direction
North is? When students are in agreement of where North have them all mark North on their
map of the school, using an arrow to indicate direction
Extension: add an
appropriate legend to the
map
For students experiencing
difficulty provide a printable
map of the school as a guide
paper, pencils, maps
of school
Sharon Tooney

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4
ES1 S1 S2 S3

STRAND:
STATISTICS AND PROBABILITY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Data 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
selects appropriate methods to collect data, and
constructs, compares, interprets and evaluates data displays,
including tables, picture graphs and column graphs MA2-18SP
A scale of many-to-one correspondence in a picture graph or
column graph uses one symbol or one unit to represent
more than one item or response, eg = 10 people, or 1
centimetre represents 5 items/responses.

Language
language: data, collect, survey, recording sheet, rating scale,
category, display, symbol, tally mark, table, column graph,
picture graph, vertical columns, horizontal bars, scale, equal
spacing, title, key, vertical axis, horizontal axis, axes,
spreadsheet, misleading.
Refer also to language in Data 1.
Select & trial methods for data collection, including survey
questions & recording sheets
create a survey & related recording sheet considering appropriate
organisation of categories for data collection
- choose effective ways to collect & record data for an investigation
refine survey questions as necessary after a small trial
- discuss & decide the most suitable question to investigate a
particular matter of interest,
conduct a survey to collect categorical data
- after conducting a survey, discuss & determine possible
improvements to the questions or recording sheet
compare effectiveness of diff methods of collecting/recording data
- discuss the dis/advantages of open-ended questions in a survey,
compared to questions with predetermined categories
Construct suitable data displays, with/out the use of digital tech,
from given or collected data; include tables, column graphs &
picture graphs where 1 picture can represent many data values
represent given or collected categorical data in tables, column
graphs & picture graphs using a scale of many-to-1 correspondence,
with/out the use of digital tech
- discuss & determine a suitable scale of many-to-1 correspondence
to draw graphs for large data sets & state the key used
- use grid paper to assist in drawing graphs that represent data
using a scale of many-to-1 correspondence
- use data in a spreadsheet to create column graphs with
appropriately labelled axes
- mark equal spaces on axes, name & label axes, & choose
appropriate titles for graphs
Evaluate the effectiveness of different displays in illustrating data
features, including variability
interpret & evaluate the effectiveness of various data displays
found in media & in factual texts, where displays represent data
using a scale of many-to-1 correspondence
- identify & discuss misleading representations of data
- discuss & compare features of data displays, including considering
the number and appropriateness of the categories used
- discuss the dis/advantages of different representations of the
same categorical data

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Select & trial
methods for data
collection,
including survey
questions &
recording sheets

Construct suitable
data displays,
with/out the use
of digital tech,
from given or
collected data;
include tables,
column graphs &
picture graphs
where 1 picture
can represent
many data values

Evaluate the
effectiveness of
different displays
in illustrating data
features, including
variability

2
Building on previous learning
Check that children can already:
consider a question and develop a response by referring to relevant data
make and use lists, tables and simple bar charts to organise and interpret the information
use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
recall the relationships between kilometres and metres, metres and centimetres, kilograms
and grams, litres and millilitres
choose and use appropriate units to estimate, measure and record length and weight
measure and draw to a suitable degree of accuracy, for example measure length to the
nearest half centimetre and weight to the nearest half division on the scales.
Data Collection
Select & trial methods for data collection, including survey questions & recording sheets
create a survey & related recording sheet considering appropriate organisation of categories for data
collection
- choose effective ways to collect & record data for an investigation
As a class brainstorm areas of interest that students would like to collect data for and create a list
of possible categories. Discuss ways in which the data could be collected and recorded. After
deciding on a collection method and recording format, pose a question to investigate for one of
the categories chose.
After collecting data, have students evaluate the following:
- Was the question asked specific enough? Did it provide the information I was looking for?
- Was our data collection method effective? Why/why not?
- If it was ineffective, how could be improve upon it?
- Was the recording format useful/effective? Did it accurately display the data we were looking
for? Why/why not?
- Could we improve upon our recording method? Will this method be suitable for different data?
Questioning techniques,
visual supports and
rephrasing as necessary
paper and pencils,
chart paper

3
Data Displays Without Digital Technology
Construct suitable data displays, with and without the use of digital technologies, from given or
collected data; include tables, column graphs and picture graphs where one picture can represent
many data values
represent given or collected categorical data in tables, column graphs and picture graphs, using a
scale of many-to-one correspondence, with and without the use of digital technologies
- discuss and determine a suitable scale of many-to-one correspondence to draw graphs for large
data sets and state the key used, eg = 10 people, if there are 200 data values
In groups choose from the list of categories and using the refinements to data collection and
recording pose a question and collect the necessary data. When the group has collected the data
they need, have them decide which would be the best way to present their data visually; ie,
group formation
paper and pencils,
class list of categories
Sharon Tooney

column graph, table, picture graph etc. Remind groups that they will need to determine a suitable
scale and provide a key with their visual representation.
When groups have completed the task they should report back to the class, evaluating the
effectiveness of the visual display they chose and the scale that they used. Encourage students to
think critically about whether they would use the same method again, or whether a different
format would have represented their data more effectively.

4
Data Displays With Digital Technology
Construct suitable data displays, with and without the use of digital technologies, from given or
collected data; include tables, column graphs and picture graphs where one picture can represent
many data values
represent given or collected categorical data in tables, column graphs and picture graphs, using a
scale of many-to-one correspondence, with and without the use of digital technologies
- discuss and determine a suitable scale of many-to-one correspondence to draw graphs for large
data sets and state the key used, eg = 10 people, if there are 200 data values
Students should complete the task as per the last lesson, with a different category. This time
students need to present their data visually using digital technology, possible websites to use:
http://nces.ed.gov/nceskids/createagraph/default.aspx
http://nces.ed.gov/nceskids/graphing/classic/
Once again students should report back to the class as before. Their evaluation should include
whether they thought that using digital technology was more effective or not.
group formation
paper and pencils,
computers, class list of
categories

5
Help or Hinder
Evaluate the effectiveness of different displays in illustrating data features, including variability
interpret and evaluate the effectiveness of various data displays found in media and in
factual texts, where displays represent data using a scale of many-to-one correspondence
- identify and discuss misleading representations of data
Provide the class with a variety of real life data collection examples. As a class examine what the
purpose of each was and the effectiveness of the data presented. Look specifically at whether the
format used provides a true representation of the data, or whether it is misleading. Discuss why
people might do this when representing data and discuss whether or not this is ethical (right).
Questioning techniques,
visual supports and
rephrasing as necessary
data collection
examples
9
Revision

10 Assessment

ASSESSMENT OVERVIEW

Maths Program s2 Yr4 t1

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Sharon Tooney

MATHS PROGRAM : STAGE TWO

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