Mathematics / Year 4 / Number

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Curriculum content descriptions

follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns (AC9M4N09)

Elaborations
  • creating an algorithm that will generate number sequences involving multiples of one to \(10\) using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely
  • creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
  • using a multiplication formula in a spreadsheet and the “fill down” function to generate a sequence of numbers; for example, entering the number one in the cell A1, using “fill down” to cell A100, entering the formula “ = A1*4 “ in the cell B1 and using the “fill down” function to generate a sequence of 100 numbers; describing emerging patterns
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
  • Numeracy Numeracy
ScOT terms

Multiplication,  Algorithms,  Computational thinking,  Sequences (Number patterns),  Addition

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10 direct matches to AC9M4N09 | 10 other related resources
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Developing flowcharts: Halving strategy

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In this lesson, students will create a flowchart outlining the sequence of steps required when using the halving strategy for division. The process of creating the flowchart consolidates the sequential steps required when solving problems and can be found in other learning areas, such as Design and Technologies and Digital ...

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Pass The Count - Calculate

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This game allows students to practice their skip counting skills in small groups.

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Pattern & Algebra Year 4 - Calculate

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The focus of this activity is to discover if students can use numbers to describe a pattern created with objects. We want to encourage students to record what they know about the pattern in a table and then use this information to help predict future terms and identify the rule or function for the pattern. By recording ...

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Work sample Year 4 Mathematics: Number: addition and subtraction

  • TLF-IDA004052

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 4 Mathematics. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

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Downloadable

Act it out

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Students revise and extend the recall of 10x. They describe and continue patterns created from multiplication, and solve multiplication and division problems.

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Online

Follow and create algorithms: Year 4 – planning tool

  • TLF-IDA003181

This planning resource for Year 4 is for the topic of Follow and create algorithms. Students create and follow algorithms involving a sequence of steps and decisions to generate number patterns involving addition or multiplication. They analyse the patterns generated and describe and explain them.

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Interactive

Sites2See: Patterns and Algebra

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Selected links to a range of interactive online resources for the study of patterns and algebra in Foundation to Year 6 Mathematics.

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Video

Fun with fractals

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Do you know how to recognise a fractal? Watch this video to find out! What are the examples given of fractals found in nature? Can you think of any others? Why not have a go at doing your own drawing of the Sierpinski Triangle?

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What is a fractal?

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Do you know what a fractal is? Basically, fractals are never-ending patterns created by repeated mathematical equations. In this clip, Yuliya, a student at MIT (in the USA) describes the properties of fractals and shows you where they can be found in technology and nature. Have a good look at the world around you and see ...

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Interactive

Circus towers: square stacks

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Work out how many acrobats are needed to form square-shaped human towers. Start by building a square tower with four acrobats: two acrobats in the base layer and two acrobats standing on their shoulders. Examine a table and graph of the total number of acrobats in the towers. Predict the number of acrobats needed to build ...

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The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 6

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This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: read, partition, rename, represent and order large numbers; recognise, name, compare, order and represent decimals; identify the relationship between addition ...

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Multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations Multi-age 3–6 Year B – Unit 13

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This 2-week unit unit develops the big idea that multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations. Students are provided opportunities to: select and apply strategies to solve problems involving multiplication and division with whole numbers; investigate ...

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Multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations Multi-age 3–6 Year B – Unit 7

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This 2-week unit unit develops the big idea that multiplicative thinking involves flexible use of multiplication and division concepts, strategies and representations. Students are provided opportunities to: identify, describe and apply multiplicative patterns; develop, consolidate and apply derived strategies for multiplication ...

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The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 11

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This 2-week unit unit develops the big idea that the number system extends infinitely to very large and very small numbers. Students are provided opportunities to: recognise, represent, order and partition large numbers; apply place value knowledge to recognise, name and order decimals; make connections between benchmark ...

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Addition and subtraction problems can be solved using a variety of strategies Multi-age 3–6 Year B – Unit 15

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This 2-week unit unit develops the big idea that addition and subtraction problems can be solved using a variety of strategies. Students are provided opportunities to: partition, rearrange and regroup numbers to at least 1000 to solve additive problems; choose and use efficient strategies to solve addition and subtraction ...

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Fractions represent multiple ideas and can be represented in different ways Multi-age 3–6 Year B – Unit 4

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This 2-week unit unit develops the big idea that fractions represent multiple ideas and can be represented in different ways. Students are provided opportunities to: partition, measure, label and compare lengths and wholes using fractions; solve problems with fractions; represent and compare fractions of measures and quantities; ...

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The number system extends infinitely to very large and very small numbers Multi-age 3–6 Year B – Unit 1

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This 2-week unit unit develops the big idea that our number system extends infinitely to very large and very small numbers. Students are provided opportunities to: partition, represent and order larger numbers; apply place value to recognise, regroup and order whole and decimal numbers; explore the link between multiplicative ...

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Addition and subtraction problems can be solved using a variety of strategies Multi-age 3–6 Year B – Unit 2

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This 2-week unit unit develops the big idea that addition and subtraction problems can be solved by using a variety of strategies. Students are provided opportunities to: apply place value understanding to solve addition and subtraction problems; identify the connection between addition and subtraction; select and explain ...

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Space Race Game (Introducing Algorithmic Thinking) - Calculate

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Space Race is a simple board game that teachers can use to introduce the concept of algorithmic sequencing to students. The teaching points provided with the game assist teachers to introduce the use of an algorithm (a simple set of mathematical instructions) to describe the trajectory of an object across a grid plane from ...

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Online

Algorithms

  • TLF-IDM021246

Find out about algorithms. Use this topic from the Digital Technologies Hub to learn more, get ideas about how to teach about it, find out what other schools are doing and use the applications and games in the classroom.

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