DEPARTMENT OF EDUCATION
C2C
Year Level Plan
Mathematics
Year 4
Year level description
Curriculum intent
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral
part of mathematics content across the three content strands: Number and Algebra, Measurement
and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of
working mathematically within the content and describe how the content is explored or developed.
They provide the language to build in the developmental aspects of the learning of mathematics.
At this year level:
Understanding includes making connections between representations of numbers, partitioning and
combining numbers flexibly, extending place value to decimals, using appropriate language to
communicate times, and describing properties of symmetrical shapes
Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using
instruments to measure accurately, creating patterns with shapes and their transformations, and
collecting and recording data
Problem Solving includes formulating, modeling and recording authentic situations involving
operations, comparing large numbers with each other, comparing time durations, and using properties
of numbers to continue patterns
Reasoning includes using generalising from number properties and results of calculations, deriving
strategies for unfamiliar multiplication and division tasks, comparing angles, communicating
information using graphical displays and evaluating the appropriateness of different displays.
Achievement standard
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication
and division. They recognise common equivalent fractions in familiar contexts and make connections
between fraction and decimal notations up to two decimal places. Students solve simple purchasing
problems. They identify unknown quantities in number sentences. They describe number patterns
resulting from multiplication. Students compare areas of regular and irregular shapes using informal
units. They solve problems involving time duration. They interpret information contained in maps.
Students identify dependent and independent events. They describe different methods for data
collection and representation, and evaluate their effectiveness.
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and
related division facts. Students locate familiar fractions on a number line. They continue number
sequences involving multiples of single digit numbers. Students use scaled instruments to measure
temperatures, lengths, shapes and objects. They convert between units of time. Students create
symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the
probabilities of everyday events. They construct data displays from given or collected data.
C2C adapted with permission by NT DoE © The State of Queensland
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Unit outline Semester 1
Sequencing the teaching and learning
Term 1
Unit 1
Students have opportunities to develop
understandings of:
 Number: representing, ordering,
comparing and describing five digit
numbers
 Number sense: partitioning and
regrouping five digit numbers
 Computation: multiplication and
division
 Fractions: equivalent fractions,
comparing and ordering halves,
quarters and eights
 Two dimensional shapes: common
2D shapes, combining, splitting,
tangrams.
Term 2
Unit 2
Students have opportunities to develop
understandings of:
 Time: read, represent, convert,
calculate durations
 Number sense: place value, order,
compare, partition and regroup five
digit numbers
 Equivalent fractions: halves,
quarters, eighths, thirds, sixths,
fifths, tenths
 Basic facts: addition, subtraction,
multiplication and division
Unit 3
Students have opportunities to develop
understandings of:
 Data: planning a data collection,
collecting, displaying and
interpreting data
 Number and place value:
positioning of digits, and
representing, ordering, comparing
and describing five digit numbers
 Addition and subtraction:
developing a range of mental and
written strategies to solve
problems and check
reasonableness of solutions
 Equivalent number sentences:
identifying equalities and non
equalities, and using strategies to
find unknowns
 Money: identifying when change is
required, calculating change to the
nearest five cents.
Unit 4
Students have opportunities to develop
understanding of:
 Location: using simple scale,
legends and cardinal compass
points to find and describe
locations and pathways
 Symmetry and angles: creating
symmetrical patterns, pictures and
shapes and identifying angles as
equal to and not equal to right
angles
 Multiplication and division:
investigating number sequences
and developing mental and written
strategies related to multiplication
and division
 Algebra: exploring and describing
number patterns resulting from
multiplication.
General capabilities and Cross-curriculum priorities
Opportunities to engage with:
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Opportunities to engage with:
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Unit outline Semester 2
Sequencing the teaching and learning
Term 3
Term 4
Unit 5
Students have opportunities to develop
understandings of:
 Fractions: counting by fractions,
representing fractions,
investigating equivalent fractions,
exploring tenths fractions
 Decimal: linking fractions to our
place value system, working with
tenths, comparing decimal
fractions, representing and
investigating decimal fractions
 Number: using standard and nonstandard partitioning of whole
numbers, operating on numbers,
multiplying and dividing by
numbers
 Measurement: identifying what we
are measuring, measuring
temperature, measuring length,
measuring mass, measuring
capacity.
Unit 6
Students have opportunities to develop
understandings of:
 Number Sense: exploring the place
value, partitioning numbers and
using a range of strategies to make
calculations and solve problems
Multiplication and division:

investigating number sequences
involving multiples, building a
repertoire of mental and written
strategies and exploring a range of
methods to assist with calculations
Area: using informal units to

measure and compare the
surfaces of regular and irregular
shapes
Volume: investigating objects,

making real world connections,
and using informal units to order,
calculate and compare.
Unit 7
Students have opportunities to develop
understandings of:
 Chance: describing the likelihood
of everyday events using the
language of chance, ordering the
probability of events on a
continuum and identifying events
which can affect the chance of
another event occurring.
 Fractions and decimals: exploring
decimal numbers to hundredths,
making real world connections and
examining connections between
fraction and decimal notation
 Number: exploring the structure of
the place value system, partitioning
numbers, identifying counting
sequences and using a range of
strategies to make calculations and
solve problems
 Multiplication and division: building
a repertoire of mental and written
strategies and exploring a range of
methods to assist with calculations.
Unit 8
Students have opportunities to develop
understandings of:
 Data: selecting and trialling methods for
data collection, conducting suitable data
displays from given and collected data
and making conclusions or predictions
based on data
 Number: investigating and using
properties of odd and even numbers,
reviewing multiplication and division and
solving problems involving purchases
and the calculation of change to the
nearest five cents, and applying
understanding of multiplication, division
and money in a variety of engaging
contexts
 Measurement and geometry: converting
between units of time, using am and pm
notation to solve simple time problems,
creating symmetrical patterns, pictures
and shapes and comparing and
classifying angles as equal to and greater
than a right angle, and applying
understanding of time, angles and
symmetry in a variety of engaging
contexts.
General capabilities and Cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Key to General capabilities and Cross-curriculum priorities
Literacy
Numeracy
ICT competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural
Aboriginal and Torres Strait
Asia and Australia’s
Sustainability
understanding
C2C adapted with permission by NT DoE © The State of Queensland
Islander histories and cultures
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engagement with Asia
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Assessment Semester 1
Teachers and children organise evidence of learning in individual folios. The individual folio is constructed jointly by a teacher, a child, parents/carers and other
partners. It becomes a dynamic record of examples of a child’s learning and development.
Term 1
Term 2
Unit 2: Time problem-solving task
Exam/Test
Unit 3: Data detective
Assignment/Project
Unit 4: Legendland
Assignment/Project
Students will convert between units of
time (seconds, minutes, hours) and
solve problems involving time duration.
Students demonstrate their ability to
design and trial a data collection to
investigate an issue of interest. They
will choose the most suitable method to
collect the data for their question,
display and then use that data to
support their conclusion.
Students complete the map of
Legendland and use simple scale,
legends and directions to answer
questions related to location and
pathways. They use knowledge of
symmetry and angles to solve
problems.
Unit 3: Number and algebra
(eAssessment)
Exam/Test
Students demonstrate their
understanding of number and algebra
as they answer questions on place
value, solve unknowns, maintain
equivalence in equations and interpret
and solve problems using addition and
subtraction.
Making consistent judgements / Feedback
Teachers will develop tasks and plan units.
Teachers will moderate representative portfolios.
C2C adapted with permission by NT DoE © The State of Queensland
Curriculum leaders will moderate random sample folios.
Teachers will moderate tasks.
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Assessment Semester 2
Teachers and children organise evidence of learning in individual folios. The individual folio is constructed jointly by a teacher, a child, parents/carers and other
partners. It becomes a dynamic record of examples of a child’s learning and development.
Term 3
Unit 5: Year 4 mathematics QCAT.
Exam/Test
Term 4
Unit 6: All about area
Written
Unit 7: What are the chances?
Exam/Test
The QCAT gathers evidence about how Students compare the areas of regular
well students apply the proficiency
and irregular shapes.
strands to:
 count by quarters, halves and
thirds, including mixed numerals
 investigate equivalent fractions
 locate and represent fractions on a
number line
 make connections between
fractions and decimal notation.
To describe the occurrence of everyday
events and explain the impact of events
on the likelihood of other events.
Making consistent judgments / Feedback
Teachers will cross-mark.
They will sample folios to check consistency of teacher judgements and task
development.
C2C adapted with permission by NT DoE © The State of Queensland
Teachers will moderate representative folios within the cluster.
Curriculum leaders and teachers will check a random sample.
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Balance and coverage of content descriptions
Year 4
Number and Algebra
Term
Number and place value
1
Investigate and use the properties
of odd and even numbers.
1
Recognise, represent and order
numbers to at least tens of
thousands.
1
Apply place value to partition,
rearrange and regroup numbers
to at least tens of thousands to
assist calculations and solve
problems.
1
3
3
1
2
3
Statistics and Probability
4
3
2
1
5
Using units of measurement
8
Use scaled instruments to
measure and compare lengths,
masses, capacities and
temperatures.
5
Describe possible everyday
events and order their chances of
occurring.
7
7
Compare objects using familiar
metric units of area and volume.
6
Identify everyday events where
one cannot happen if the other
happens.
7
7
Convert between units of time.
2
8
Identify events where the chance
of one will not be affected by the
occurrence of the other.
7
Use am and pm notation and
solve simple time problems.
2
8
6
4
6
4
6
4
6
Chance
Term
4
2
Investigate number sequences
involving multiples of 3, 4, 6, 7, 8,
and 9.
Recall multiplication facts up to 10
× 10 and related division facts.
2
Term
Measurement and Geometry
1
2
3
4
7
2
Develop efficient mental and
written strategies and use
appropriate digital technologies
for multiplication and for division
where there is no remainder.
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Balance and coverage of content descriptions
Year 4
Number and Algebra
Term
Fractions and decimals
1
Investigate equivalent fractions
used in contexts.
1
2
3
4
5
1
5
7
5
7
2
Recognise that the place value
system can be extended to tenths
and hundredths. Make
connections between fractions
and decimal notation.
Money and financial
mathematics
1
2
Compare and describe two
dimensional shapes that result
from combining and splitting
common shapes, with and
without the use of digital
technologies.
3
Statistics and Probability
4
6
1
Data representation and
interpretation
Term
1
2
3
4
Select and trial methods for data
collection, including survey
questions and recording sheets.
3
8
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.
3
8
Evaluate the effectiveness of
different displays in illustrating
data features including variability.
3
Location and transformation
Solve problems involving
purchases and the calculation of
change to the nearest five cents
with and without digital
technologies.
3
Patterns and algebra
Explore and describe number
patterns resulting from performing
multiplication.
Shape
Compare the areas of regular
and irregular shapes by informal
means.
2
Count by quarters halves and
thirds, including with mixed
numerals. Locate and represent
these fractions on a number line.
Term
Measurement and Geometry
8
Use simple scales, legends and
directions to interpret information
contained in basic maps.
4
Create symmetrical patterns,
pictures and shapes with and
without digital technologies.
4
8
4
8
Geometric reasoning
1
4
2
C2C adapted with permission by NT DoE © The State of Queensland
Compare angles and classify
them as equal to, greater than or
less than a right angle.
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Balance and coverage of content descriptions
Year 4
Number and Algebra
Patterns and algebra cont.
Term
1
2
Solve word problems by using
number sentences involving
multiplication or division where
there is no remainder.
4
Use equivalent number sentences
involving addition and subtraction
to find unknown quantities.
3
3
Measurement and Geometry
Term
Statistics and Probability
Term
4
7
8
7
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
Copyright © The State of Queensland (represented by the Department of Education and Training)
Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD
4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form by anyone outside the Northern Territory Department of
Education without the express permission of the Queensland Department of Education and Training.
C2C adapted with permission by NT DoE © The State of Queensland
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