Sample Sequence Level 4

 

Scope and Sequence Level 4 with learning Intentions

Each term revisits concepts allowing teaching and learning to take individual students to higher levels of understanding. 

Week

Term 1

Term 2

Term 3

Term 4

1 & 2

Number and place value

Investigate and use the properties of odd and even numbers (ACMNA071)

·        Explain why a number is odd or even. (U)

·        Relate the properties of odd or even to authentic contexts. (R)

1.    Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

·        Read, write and order numbers to 10 000’s. (F)

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

·        Apply a range of mental strategies to solve and/or estimate the result of calculations. (F)

2.     

 

Number and place value

Investigate and use the properties of odd and even numbers (ACMNA071)

·        Explain why a number is odd or even. (U)

·        Relate the properties of odd or even to authentic contexts. (R)

Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

·        Read, write and order numbers to 10 000’s. (F)

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F(

·        Apply a range of mental strategies to solve and/or estimate the result of calculations. (F)

 

 

Number and place value

Investigate and use the properties of odd and even numbers (ACMNA071)

·        Explain why a number is odd or even. (U)

·        Relate the properties of odd or even to authentic contexts. (R)

Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

·        Read, write and order numbers to 10 000’s. (F)

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

·        Apply a range of mental strategies to solve and/or estimate the result of calculations. (F)

 

 

Number and place value

Investigate and use the properties of odd and even numbers (ACMNA071)

·        Explain why a number is odd or even. (U)

·        Relate the properties of odd or even to authentic contexts. (R)

Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

·        Read, write and order numbers to 10 000’s. (F)

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

·        Rename larger numbers using place value and using other non place value partitions. (F)

·        Partition larger numbers into place value parts to use to assist calculations (Partial sums, Partial products). (R,F)

·        Apply a range of mental strategies to solve and/or estimate the result of calculations. (F)

 

 

2

Number and place value

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

·        Understand the number patterns for the multiples of 3 - 9 and use in assisting with determining multiplication facts. (U)

 

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

·        Know multiplication facts to 10x10. (F)

·        Be able to relate all four fact family number facts for multiplication and division to any multiplication or division number sentence. (U)

 

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder(ACMNA076)

·        Use a range of techniques for multiplication such as the area model and the partitioning of numbers.(F)

 

 

Number and place value

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

·        Understand the number patterns for the multiples of 3 - 9 and use in assisting with determining multiplication facts. (U)

 

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

·        Know multiplication facts to 10x10. (F)

·        Be able to relate all four fact family number facts for multiplication and division to any multiplication or division number sentence. (U)

 

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder(ACMNA076)

·        Use a range of techniques for multiplication such as the area model and the partitioning of numbers.(F)

 

 

Number and place value

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

·        Understand the number patterns for the multiples of 3 - 9 and use in assisting with determining multiplication facts. (U)

 

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

·        Know multiplication facts to 10x10. (F)

·        Be able to relate all four fact family number facts for multiplication and division to any multiplication or division number sentence. (U)

 

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder(ACMNA076)

·        Use a range of techniques for multiplication such as the area model and the partitioning of numbers.(F)

 

 

Number and place value

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)

·        Understand the number patterns for the multiples of 3 - 9 and use in assisting with determining multiplication facts. (U)

 

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

·        Know multiplication facts to 10x10. (F)

·        Be able to relate all four fact family number facts for multiplication and division to any multiplication or division number sentence. (U)

 

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder(ACMNA076)

·         Use a range of techniques for multiplication such as the area model and the partitioning of numbers.(F)

 

 

3

Money and financial mathematics

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

1.    Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

1.     

Money and financial mathematics

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

 

Money and financial mathematics

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

2.     

Money and financial mathematics

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·       Relate fractions as another way of representing division.

·       Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

2.    Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

·        Solve addition and subtraction problems using money as a context using strategies such as counting on for addition and counting up for subtraction. (F)

3.     

4

Using units of measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures(ACMMG084)

·        Read and interpreting scales on a range of measuring instruments. (U)

 

Compare objects using familiar metric units of area and volume (ACMMG290)

·        Comparing areas using centimeter grid paper and volume using centicubes and litres in authentic contexts. (R)

 

Convert between units of time (ACMMG085)

·        Convert between units of time including hours to minutes and weeks to days and vise versa. (F)

 

Using units of measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures(ACMMG084)

·        Read and interpreting scales on a range of measuring instruments. (U)

 

Compare objects using familiar metric units of area and volume (ACMMG290)

·        Comparing areas using centimeter grid paper and volume using centicubes and litres in authentic contexts. (R)

 

Convert between units of time (ACMMG085)

·        Convert between units of time including hours to minutes and weeks to days and vise versa. (F)

 

Use am and pm notation and solve simple time problems (ACMMG086)

·        Apply am and pm appropriately. (R)

·        Calculate elapsed time problems using counting on strategies. (F)

Using units of measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures(ACMMG084)

·        Read and interpreting scales on a range of measuring instruments. (U)

 

Compare objects using familiar metric units of area and volume (ACMMG290)

·        Comparing areas using centimeter grid paper and volume using centicubes and litres in authentic contexts. (R)

 

Convert between units of time (ACMMG085)

·        Convert between units of time including hours to minutes and weeks to days and vise versa. (F)

 

Using units of measurement

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures(ACMMG084)

·        Read and interpreting scales on a range of measuring instruments. (U)

 

Compare objects using familiar metric units of area and volume (ACMMG290)

·        Comparing areas using centimeter grid paper and volume using centicubes and litres in authentic contexts. (R)

 

Convert between units of time (ACMMG085)

·        Convert between units of time including hours to minutes and weeks to days and vise versa. (F)

 

Use am and pm notation and solve simple time problems (ACMMG086)

·        Apply am and pm appropriately. (R)

·        Calculate elapsed time problems using counting on strategies. (F)

5

Patterns and algebra

Explore and describe number patterns resulting from performing multiplication (ACMNA081)

·        Understand and apply the multiplication (skip counting) number patterns in solving multiplication and resulting products. (U,F)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

·        Apply a variety of strategies for multiplication and division including mental strategies for problem solving. (F)

1.    Use equivalent number sentences involving addition and subtraction to find unknown quantities(ACMNA083)

·        Rearrange subtraction number sentences into addition and vise versa to solve for unknown quantities.  (F)

Patterns and algebra

Explore and describe number patterns resulting from performing multiplication (ACMNA081)

·        Understand and apply the multiplication (skip counting) number patterns in solving multiplication and resulting products. (U,F)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

·        Apply a variety of strategies for multiplication and division including mental strategies for problem solving. (F)

2.    Use equivalent number sentences involving addition and subtraction to find unknown quantities(ACMNA083)

·        Rearrange subtraction number sentences into addition and vise versa to solve for unknown quantities.  (F)

Patterns and algebra

Explore and describe number patterns resulting from performing multiplication (ACMNA081)

·        Understand and apply the multiplication (skip counting) number patterns in solving multiplication and resulting products. (U,F)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

·        Apply a variety of strategies for multiplication and division including mental strategies for problem solving. (F)

 

Use equivalent number sentences involving addition and subtraction to find unknown quantities(ACMNA083)

·        Rearrange subtraction number sentences into addition and vise versa to solve for unknown quantities.  (F)

 

Patterns and algebra

Explore and describe number patterns resulting from performing multiplication (ACMNA081)

·        Understand and apply the multiplication (skip counting) number patterns in solving multiplication and resulting products. (U,F)

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

·        Apply a variety of strategies for multiplication and division including mental strategies for problem solving. (F)

 

Use equivalent number sentences involving addition and subtraction to find unknown quantities(ACMNA083)

·        Rearrange subtraction number sentences into addition and vise versa to solve for unknown quantities.  (F)

 

6

Fractions and decimals

Investigate equivalent fractions used in contexts(ACMNA077)

·        Understand the relationship between ½, 2/4 and 4/8 in authentic contexts and other equivalent fractions. (U)

 

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

·        Count by ½’s, 1/3’s and 1`/4’s with and without a number line. (F)

 

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

Fractions and decimals

Investigate equivalent fractions used in contexts(ACMNA077)

·        Understand the relationship between ½, 2/4 and 4/8 in authentic contexts and other equivalent fractions. (U)

 

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

·        Count by ½’s, 1/3’s and 1`/4’s with and without a number line. (F)

 

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

Fractions and decimals

Investigate equivalent fractions used in contexts(ACMNA077)

·        Understand the relationship between ½, 2/4 and 4/8 in authentic contexts and other equivalent fractions. (U)

 

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

·        Count by ½’s, 1/3’s and 1`/4’s with and without a number line. (F)

 

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

Fractions and decimals

Investigate equivalent fractions used in contexts(ACMNA077)

·        Understand the relationship between ½, 2/4 and 4/8 in authentic contexts and other equivalent fractions. (U)

 

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

·        Count by ½’s, 1/3’s and 1`/4’s with and without a number line. (F)

 

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation(ACMNA079)

·        Understand the place value system into the hundredths using real life contexts such as money. (U,R)

·        Relate fractions as another way of representing division.

·        Relate fractions to decimals through fractions of 100 (1 metre, $1.00, 100 piece block of chocolate). (R)

7

Shape

Compare the areas of regular and irregular shapes by informal means (ACMMG087)

·        Comparing areas using informal means such as centimeter grid paper or tiles. (R)

1.    Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies(ACMMG088)

·        Identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes. (R)

Location and transformation

Use simple scales, legends and directions to interpret information contained in basic maps(ACMMG090)

·        Understand and use scales and directions in maps. (U)

1.    Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)

·        Create symmetrical patterns, pictures and shapes. (P)

Shape

Compare the areas of regular and irregular shapes by informal means (ACMMG087)

·        Comparing areas using informal means such as centimeter grid paper or tiles. (R)

2.    Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies(ACMMG088)

·        Identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes. (R)

Location and transformation

Use simple scales, legends and directions to interpret information contained in basic maps(ACMMG090)

·        Understand and use scales and directions in maps. (U)

2.    Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)

·        Create symmetrical patterns, pictures and shapes. (P)

8

Data Representation and Interpretation

·        Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)

·        Choosing an effective way to collect and record data for a given investigation. (P)

·         

·        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 (ACMSP096)

·        Choose appropriate representations for different types of data for interpretation, especially using digital technologies. (P)

Evaluate the effectiveness of different displays in illustrating data features including variability(ACMSP097)

·        Compare and contrast different displays of data and make appropriate conclusions. (U)

 

Geometric reasoning

 

Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)

·        Apply Acute, Right and Obtuse correctly to angles in everyday situations. (F)

 

Data Representation and Interpretation

·        Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)

·        Choosing an effective way to collect and record data for a given investigation. (P)

·         

·        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 (ACMSP096)

·        Choose appropriate representations for different types of data for interpretation, especially using digital technologies. (P(

Evaluate the effectiveness of different displays in illustrating data features including variability(ACMSP097)

·        Compare and contrast different displays of data and make appropriate conclusions. (U)

 

 

Geometric reasoning

 

Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)

·        Apply Acute, Right and Obtuse correctly to angles in everyday situations. (F)

 

9

 

Chance

Describe possible everyday events and order their chances of occurring (ACMSP092)

·        Discuss and apply probabilities to everyday situations ranging from Impossible (0) to Certain(1). (R)

1.    Identify everyday events where one cannot happen if the other happens (ACMSP093)

·        Apply an understanding of mutually exclusive events such as tossing a coin once, which can result in either heads or tails, but not both. (R)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

·        Apply an understanding of independent events such as the outcome in rolling a die cannot affect the outcome in tossing a coin. (R)

 

Chance

Describe possible everyday events and order their chances of occurring (ACMSP092)

·        Discuss and apply probabilities to everyday situations ranging from Impossible (0) to Certain(1). (R)

2.    Identify everyday events where one cannot happen if the other happens (ACMSP093)

·        Apply an understanding of mutually exclusive events such as tossing a coin once, which can result in either heads or tails, but not both. (R)

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)

·        Apply an understanding of independent events such as the outcome in rolling a die cannot affect the outcome in tossing a coin. (R)

10

 

 

 

 

 

         




































































































































































































































 


·        Contexts for Number and Place Value include Whole Number, Length, Time, Mass, Volume and Money.

·        Money used to develop concepts of Place Value including Decimals within Operations.

·        All strategies emphasise use of Place Value components and mental computation (Partial Sums, Partial Products).

·        Teachers need to make explicit the links between the four operations and Fractions.

·        Problem Solving activities aligned to topics under investigation presented to students to further develop Proficiency Strands of Australian Curriculum (Understanding, Fluency, Problem Solving & Reasoning).

·        All activities emphasise the use of Number in student relevant authentic open (self differentiating) contexts. 

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