SAMPLE PAGES
SENIOR AUTHORS
PROGRAM EDITORS
James Burnett
James Burnett
Calvin Irons
Beth Lewis
Donna Richards
Stacey Lawson
contributing authors
Debi DePaul
Peter Stowasser
Allan Turton
STUDENT JOURNAL
Step In
Writing Four-Digit Number Names and Numerals
What is the name of each type
of block in this picture?
What number do you say
for all the blocks?
Write the number that is represented.
How many blocks
are in each place?
PL
E
How many blocks are in each place in this picture?
What number do you say for all the blocks?
Write the number
that is represented.
SA
a.
1.Look at the blocks.
Write the matching numeral and number name.
M
Step Up
© ORIGO Education.
b.
8
1.1
ORIGO Stepping Stones • Year 4
2. Write the matching numeral or number name.
a.
5781
b.
three thousand, nine hundred and sixty
c.
9805
e.
4829
f.
PL
E
eight thousand, three hundred and nineteen
six thousand and seventeen
g.
SA
2630
M
d.
Step Ahead
Dust boards were once used to record
numbers. They were made by covering a
tray with a fine layer of sand. Pebbles were
then placed in grooves made in the sand to
represent a number. The dust board in this
picture represents 2836.
© ORIGO Education.
Draw another pebble in one of the grooves.
Then write the new number that you made.
ORIGO Stepping Stones • Year 4
1.1
9
Step In
Revising Four-Digit Numbers
Look at the population figure for Millicent.
Write the number on the expander below.
What digit is in the hundreds place?
Population
Moree, NSW
9346
Millicent, SA
5024
Atherton, Qld
7287
Smithton, Tas
3935
Northam, WA
6580
Lakes Entrance, Vic
4569
Tennant Creek, NT
3061
PL
E
How do you read this number?
Town name
How would you know where to label Atherton’s population on this number line?
6000
7000
8000
M
5000
How would you know where to label Northam’s population on the number line?
Which town has this population?
SA
Four thousand, five hundred and sixty-nine
How did you work it out? Where should it be placed on the number line?
How do you know?
Step Up
Use this data to answer Questions 1 and 2 on page 11.
10
Mt Everest (Asia)
8848 m
Vinson Massif (Antarctica)
4897 m
Aconcagua (South America)
6960 m
Mt Blanc (Europe)
4807 m
Mt McKinley (North America)
61 94 m
Mt Kosciuszko (Australia)
2228 m
Mt Kilimanjaro (Africa)
5895 m
1.2
ORIGO Stepping Stones • Year 4
© ORIGO Education.
Some of the World’s Tallest Mountains
1.Write the heights of these mountains on the expanders.
Then use the expanders to help you write the number names.
Mt Kosciuszko
b.
Vinson Massif
c.
Mt Kilimanjaro
PL
E
a.
a.
Mt Everest
b.
SA
Mt McKinley
M
2.Write the heights of these mountains in words.
c.
d.
Mt Blanc
Aconcagua
Step Ahead
Country
Find the name and height of the tallest mountain in these countries.
Mountain name
Height (m)
© ORIGO Education.
Indonesia
East Timor
ORIGO Stepping Stones • Year 4
1.2
11
Analysing Four-Digit Numbers
Step In
An abacus was a device used by many cultures to represent numbers.
What number is represented on this abacus? How do you know?
How do you read this number?
7634
Th H
T Ones
PL
E
Draw more beads on the abacus to match the number, then write it in words.
Write the number that is represented on this abacus.
How did you know where to write each digit?
H
T Ones
M
Step Up
1. Write or draw the missing parts.
SA
a.
Th
five thousand
Th H
T Ones
b.
Th
12
H
© ORIGO Education.
3067
T Ones
1.3
ORIGO Stepping Stones • Year 4
2.For each abacus, draw beads to show the matching number. Then use a different
colour to draw one more bead in the place shown and write the new number.
a.
b.
2638
Th H
5321
T Ones
Th H
d.
Th H
hundreds place
e.
4008
M
2018
Th H
T Ones
2180
T Ones
thousands place
PL
E
tens place
c.
T Ones
T Ones
thousands place
3804
Th H
T Ones
hundreds place
SA
ones place
Th H
f.
© ORIGO Education.
Step Ahead
Th
H
Draw beads on the abacus to represent a number that has more
thousands than tens. Then write your number in words.
T Ones
ORIGO Stepping Stones • Year 4
1.3
13
Step In
Building a Picture of 10 000
What number does one of these blocks represent?
How do you know?
What number is represented by 10 of these blocks?
How do you know?
How many hundreds blocks could you trade
for 10 thousands blocks?
How many tens blocks could you trade
for 10 thousands blocks?
How did you work it out?
SA
M
One metre
PL
E
Write numbers on each expander to show the different ways
to describe the stack.
Step Up
1. Look at the abacus. Write the matching number on the expander.
b.
TTh Th H
14
T Ones
TTh Th H
1.4
T Ones
ORIGO Stepping Stones • Year 4
© ORIGO Education.
a.
2. Draw beads or write numbers to complete the missing parts.
a.
b.
TTh Th H
T Ones
2
6
2
7
4
c.
TTh Th H
T Ones
d.
TTh Th H
T Ones
e.
2
7
3
6
PL
E
5
TTh Th H
T Ones
TTh Th H
T Ones
f.
4
1
8
T Ones
SA
TTh Th H
9
M
1
Step Ahead
Imagine you had only hundreds, tens and ones blocks.
Write two different ways you could represent this number.
5
2
5
3
© ORIGO Education.
7
ORIGO Stepping Stones • Year 4
1.4
15
Step In
Reading and Writing Five-Digit Numbers
Look at this number.
6
2
9
5
4
Show how you would write the number in words.
PL
E
Write the number without the expander.
Look at the abacus. What do you notice?
Write the matching number on this expander.
TTh Th H
M
Show how you would write the number in words.
T Ones
SA
Write the number without the expander.
a.
1. Draw beads on each abacus to represent the number.
27 605
TTh Th H
16
T Ones
b.
60 035
TTh Th H
1.5
T Ones
c.
43 070
TTh Th H
T Ones
ORIGO Stepping Stones • Year 4
© ORIGO Education.
Step Up
2. Complete the missing parts.
35 072
b.
6
c.
2
4
0
8
PL
E
a.
fifty-one thousand, four hundred and twenty
93 604
M
d.
SA
e.
9
© ORIGO Education.
Step Ahead
TTh Th H
7
6
1
3
Draw beads on the abacus to represent a number that has more
hundreds than ones and no tens. Then write your number in words.
T Ones
ORIGO Stepping Stones • Year 4
1.5
17
Step In
Analysing Five-Digit Numbers
What do you know about the number shown on this abacus?
Look at the rod that represents the ten-thousands place.
How many beads can you see?
What is the total value of the beads in that place?
How do you know?
What is the total value of the beads in each place?
3 × 10 000 = 30 000
8 × 1000 = 8000
2 × 100 = 200
1 × 10 = 10
5×1=5
1.Look at the abacus. Write the matching number.
Then write the missing numbers to show the value in each place.
b.
SA
TTh Th H
18
T Ones
TTh Th H
× 10 000 =
× 10 000 =
× 1000 =
× 1000 =
× 100 =
× 100 =
× 10 =
× 10 =
×1=
×1=
1.6
T Ones
© ORIGO Education.
a.
38 215
is the same as
M
Step Up
T Ones
PL
E
I can see 3 beads in
the ten-thousands place.
I know that each bead
represents 10 000.
So 3 x 10 000 = 30 000.
TTh Th H
ORIGO Stepping Stones • Year 4
2. Complete these to describe the numbers on the expanders.
a.
b.
4
3
2
0
7
7
0
× 10 000 =
× 1000 =
× 1000 =
× 100 =
× 100 =
× 10 =
× 10 =
×1=
PL
E
× 10 000 =
5
1
2
2
9
×1=
c.
d.
6
7
9
5
1
M
× 10 000 =
1
8
× 10 000 =
× 1000 =
× 100 =
× 100 =
× 10 =
× 10 =
×1=
×1=
SA
× 1000 =
Write a five-digit number on the expander.
Then ask another student to write the number in expanded form.
© ORIGO Education.
Step Ahead
0
ORIGO Stepping Stones • Year 4
1.6
19
Step In
Comparing and Ordering Four- and Five-Digit Numbers
This table shows the monthly downloads for some games.
Downloads
8 1 090
79 1 01
87 1 6
74 9 1 6
9652
92 200
80 795
9258
92 746
87 451
PL
E
Game
Angry Crabs
Bubble-O-Pop
Collectajoolz
Empire Build
Fashion Fiesta
Match Up
Pet Shop Paws
Pretzel Ninja
Timecraft
Zombie Day
How could you compare the downloads for Fashion Fiesta and Match Up?
What part of the numbers would you look at first?
M
Complete these relationship statements to describe the numbers.
is less than
SA
<
Step Up
>
1.Look at the table above. Write the download amounts.
Then write < or > to make each statement true.
a. Pretzel Ninja
Collectajoolz
b. Angry Crabs
Empire Build
d. Pretzel Ninja
Match Up
© ORIGO Education.
c. Bubble-O-Pop
Timecraft
20
1.7
ORIGO Stepping Stones • Year 4
Use the table at the top of page 20 to complete Questions 2 and 3.
2.Write the downloads. Then write < or > to make each statement true.
a. Zombie Day
Bubble-O-Pop
b.Pet Shop Paws
c. Fashion Fiesta
Bubble-O-Pop
d. Collectajoolz
Pretzel Ninja
Timecraft
f. Angry Crabs
Zombie Day
PL
E
e. Match Up
Fashion Fiesta
SA
M
3.Follow the arrows to write the download amounts in order from least to greatest.
a
Step
Ahead
Super Geoman is a new game.
In its first month it had more downloads than
Match Up but fewer downloads than Timecraft.
© ORIGO Education.
Colour the
beside the number of downloads
for Super Geoman.
93 057
ORIGO Stepping Stones • Year 4
92 098
92 542
1.7
21
Step In
Rounding Five-Digit Numbers
What are some reasons for rounding large numbers?
How could you round the population
of Pine Shire?
Welcome to Pine Shire
Population
David used a number line to help him
round the population to the nearest ten.
46 210
46 220
46 230
46 240
PL
E
46 200
46 213
What is the population rounded to the nearest ten?
M
I look at the digits in the tens and ones places.
13 is closer to 10 than 20.
What happens if the number being rounded is halfway between two tens?
How would you round 46 215 to the nearest ten?
SA
How could you use this number line to round the population of Pine Shire
to the nearest hundred?
46 000
46 100
46 200
46 300
46 400
How would you round the population of Pine Shire to the nearest thousand?
22
1.8
ORIGO Stepping Stones • Year 4
© ORIGO Education.
I look at the digits in the hundreds, tens
and ones places. 213 is closer to 200 than 300.
Step Up
1.Round each population to the nearest ten.
Use the number line to help your thinking.
35 650
35 660
a. Population 35 678
35 670
35 680
35 690
b. Population 35 683
c. Population 35 656
e. Population 35 654
f.
35 680
Population 35 677
PL
E
d. Population 35 689
2.Round each population to the nearest hundred.
Use the number line to help your thinking.
74 100
74 200
74 400
74 500
b. Population 74 215
c. Population 74 405
e. Population 74 419
f.
M
a. Population 74 375
74 300
74 400
SA
d. Population 74 130
Step Ahead
Imagine you round each number to the nearest thousand.
Draw a beside the numbers that will round down to 23 000.
23 000
© ORIGO Education.
Population 74 158
23 500
24 000
23 095
23 810
23 575
23 309
23 761
23 005
23 992
23 505
ORIGO Stepping Stones • Year 4
1.8
23
Step In
Reinforcing Rounding with Five-Digit Numbers
What is the price of this car?
The retailer has decided to round
this price to the nearest ten dollars.
What is the new price of the car?
How do you know?
Which digits did you look at to round the number?
The retailer has changed his mind and decided to round
the starting price to the nearest hundred dollars.
PL
E
Red Hot Deal
Write the new sale price on this sign.
$
$27 689
b.
$
d.
e.
$
24
$25 873
h.
$32 863
$
f.
$
$31 116
$
c.
$
$19 224
g.
$17 381
$49 357
$
$22 298
$
i.
$18 072
© ORIGO Education.
a.
1. Round each price to the nearest ten dollars.
SA
Step Up
M
How much would you pay if the starting price
was rounded to the nearest thousand dollars?
$
1.9
ORIGO Stepping Stones • Year 4
2. Round each price to the nearest hundred dollars.
a.
b.
$35 305
$
d.
$
$
f.
$28 185
$
i.
$17 198
$57 049
PL
E
$
$14 702
$
h.
$31 116
$46 542
$
e.
$36 455
g.
c.
$21 290
$
$
3. Round each number to the nearest ten, hundred and then thousand.
Nearest ten
13 626
29 087
26 314
SA
Nearest
hundred
51 678
M
14 312
Nearest
thousand
Step Ahead
Emma rounds a number to the nearest ten. Her answer is 26 000.
She then rounds the same number to the nearest hundred. Her answer is 26 000.
© ORIGO Education.
She then rounds the same number to the nearest thousand. Her answer is 26 000.
What could be her starting number?
ORIGO Stepping Stones • Year 4
1.9
25
Step In
Introducing the Ones Multiplication Facts
What do you see in this picture?
What number sentence could you write to describe the row of vehicles?
SA
M
PL
E
What else might you see in one row? Draw a picture to match.
Write a number sentence to describe your picture.
a.
1.Complete the picture to match the problem.
Then complete the related number fact.
7 birds sitting on a fence
How many birds in total?
b.
×1=
26
6 biscuits in a jar
How many biscuits in total?
×1=
1.10
ORIGO Stepping Stones • Year 4
© ORIGO Education.
Step Up
2.Complete the number fact to match each picture.
a.
1 ball for each student
How many balls in total?
b.
a.
1×
×1=
a.
1 line of ducks
How many ducks in total?
=
3.In each story write a number greater than 1 but less than 10.
Then draw a matching picture and write the related number fact.
bananas in a bunch
How many bananas in total?
stamps in a row
How many stamps in total?
×
=
M
×
muffins on a tray
How many muffins in total?
d.
×
×
=
=
Write a rule you can use when you multiply by 1.
© ORIGO Education.
Step Ahead
=
flowers in a vase
How many flowers in total?
SA
c.
b.
PL
E
a.
ORIGO Stepping Stones • Year 4
1.10
27
Step In
Introducing the Zeros Multiplication Facts
Describe what you see in each row.
Row A
Row B
Row C
Row D
PL
E
What number sentences could you write
to describe each row?
Look at Row D. What happens when you multiply by 0?
3×
c.
28
3×
=
d.
1 biscuit in each jar
3×
2 biscuits in each jar
0 biscuits in each jar
3×
=
1.11
=
© ORIGO Education.
b.
3 biscuits in each jar
SA
a.
1.Draw the picture. Then write the multiplication fact.
M
Step Up
The result of
multiplication is
called the product.
=
ORIGO Stepping Stones • Year 4
2. Draw rows of 5 stars on the flag to match each multiplication fact.
a.
b.
3 × 5 = 15
2 × 5 = 10
c.
d.
1×5=5
PL
E
0×5=0
3. Draw jumps on the number line to show each fact. Then write the products.
a.
1
8
4×2=
2
0
1
5×2=
5
4×1=
2
3
4
6
7
8
6
5×1=
10
4×0=
5
9
7
8
9
10
5×0=
Write a rule you can use when you multiply by 0.
© ORIGO Education.
Step Ahead
4
SA
b.
3
M
0
ORIGO Stepping Stones • Year 4
1.11
29
Step In
Reinforcing the Ones and Zeros Multiplication Facts
Koki planted seedlings in one row of 6.
How many seedlings did he plant? How do you know?
Clara had 6 packets of stickers. She gave stickers to each
of her friends until the packets were empty.
PL
E
How many stickers did Clara have left? How do you know?
Anam had 6 pencils on her desk.
Then her friend gave her another pencil.
M
How many pencils did Anam have in total? How do you know?
Aiden had 6 mushrooms on his plate.
He ate none of them.
SA
How many mushrooms did Aiden eat? How do you know?
What can you say about the maths involved in each story?
1. Read the number sentence carefully. Then write the answer.
a.
5×1=
b.
9+1=
c.
8×0=
d.
1+7=
e.
0×4=
f.
5−0=
g. 37 × 1 =
30
h. 97 + 0 =
1.12
i. 0 × 58 =
ORIGO Stepping Stones • Year 4
© ORIGO Education.
Step Up
2. Multiply the two numbers across each row and write the product in the
matching circle. Then multiply the two numbers down each column and write
a. the product in the matching circle.
a.
a.
a.
2
1
3
5
2
15
b.
3
0
1
4
c.
2
6
8
0
6 5
a.
4
4
15
d.
5
10
5
0
e.
1
SA
18
4
9
2
2
4
2
1
f.
10
10
0
0
4
1
Write a story problem to match this fact.
7
0
5
1×9=9
© ORIGO Education.
Step Ahead
c.
0
0
2
2
b.
M
12
PL
E
3.Work out what numbers must be in each row and column to make
the product in the matching circle.
ORIGO Stepping Stones • Year 4
1.12
31