Year 4 Mathematics

Australian Curriculum Version 9.0: Achievement standard aligned to content descriptions

This resource shows alignment between aspects of the achievement standard and relevant content descriptions for Year 4. A similar resource is
available for other year levels.

The Australian Curriculum (AC) v9.0 code for each content description Key to content description codes: Mathematics
includes an element indicating the strand it is organised by, e.g.
e.g. AC9M4N01 Strands:
AC9M4N01 indicates Number strand.
Australian Curriculum (AC) • N — Number
Version 9 (9) • A — Algebra
Mathematics (M)
• M — Measurement
Year (4)
Strand (N, A, M, SP, ST, P) • SP — Space
Content description number (##) • ST — Statistics
• P — Probability

Year 4 Australian Curriculum: Mathematics achievement standard

By the end of Year 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by
multiples of 10. They use mathematical modelling to solve financial and other practical problems, formulating the problem using number sentences, solving the
problem choosing efficient strategies and interpreting results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and
subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable.
Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations.
Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and
create algorithms that generate sets of numbers and identify emerging patterns.
They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas.
They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent
and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes
and create symmetrical patterns.
Students create many-to-one data displays, assess the suitability of displays for representing data and discuss the shape of distributions and variation in data. They
use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order
events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance
experiments and describe the variation in results.

Achievement standard aspect Relevant content description/s AC v9.0 code

By the end of Year 4 Students learn to:

Students use their understanding of • recognise and extend the application of place value to tenths and hundredths and use the conventions AC9M4N01
place value to represent tenths and of decimal notation to name and represent decimals
hundredths in decimal form and to
multiply natural numbers by multiples • solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without AC9M4N05
of 10. a calculator, using the multiplicative relationship between the place value of digits

They use mathematical modelling to • develop efficient strategies and use appropriate digital tools for solving problems involving addition and AC9M4N06
solve financial and other practical subtraction, and multiplication and division where there is no remainder
problems, formulating the problem
using number sentences, solving the • use mathematical modelling to solve practical problems involving additive and multiplicative situations AC9M4N08
problem choosing efficient strategies including financial contexts; formulate the problems using number sentences and choose efficient
and interpreting results in terms of calculation strategies, using digital tools where appropriate; interpret and communicate solutions in
the situation. terms of the situation

They use their proficiency with • develop efficient strategies and use appropriate digital tools for solving problems involving addition and AC9M4N06
addition and multiplication facts to subtraction, and multiplication and division where there is no remainder
add and subtract, multiply and divide
numbers efficiently. • use mathematical modelling to solve practical problems involving additive and multiplicative situations AC9M4N08
including financial contexts; formulate the problems using number sentences and choose efficient
calculation strategies, using digital tools where appropriate; interpret and communicate solutions in
terms of the situation

• recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; AC9M4A02
extend and apply facts to develop efficient mental strategies for computation with larger numbers
without a calculator

They choose rounding and • choose and use estimation and rounding to check and explain the reasonableness of calculations AC9M4N07
estimation strategies to determine including the results of financial transactions
whether results of calculations are
reasonable.

They use the properties of odd and • explain and use the properties of odd and even numbers AC9M4N02
even numbers.

They recognise equivalent fractions • recognise and extend the application of place value to tenths and hundredths and use the conventions AC9M4N01
and make connections between of decimal notation to name and represent decimals
fraction and decimal notations.
• find equivalent representations of fractions using related denominators and make connections between AC9M4N03
fractions and decimal notation

They count and represent fractions • count by fractions including mixed numerals; locate and represent these fractions as numbers on AC9M4N04
on a number line. number lines

They find unknown values in • find unknown values in numerical equations involving addition and subtraction, using the properties of AC9M4A01
numerical equations involving numbers and operations
addition and subtraction.
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 Achievement standard aspect Relevant content description/s AC v9.0 code
They follow and create algorithms • follow and create algorithms involving a sequence of steps and decisions that use addition or AC9M4N09
that generate sets of numbers and multiplication to generate sets of numbers; identify and describe any emerging patterns
identify emerging patterns.

They use scaled instruments and • interpret unmarked and partial units when measuring and comparing attributes of length, mass, AC9M4M01
appropriate units to measure length, capacity, duration and temperature, using scaled and digital instruments and appropriate units
mass, capacity and temperature.

They measure and approximate • recognise ways of measuring and approximating the perimeter and area of shapes and enclosed AC9M4M02
perimeters and areas. spaces, using appropriate formal and informal units

They convert between units of time • solve problems involving the duration of time including situations involving “am” and “pm” and AC9M4M03
when solving problems involving conversions between units of time
duration.

They compare angles relative to a • estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and AC9M4M04
right angle using angle names. revolution, and recognise their relationship to a right angle

They represent and approximate • represent and approximate composite shapes and objects in the environment, using combinations of AC9M4SP01
shapes and objects in the familiar shapes and objects
environment.

They create and interpret grid • create and interpret grid reference systems using grid references and directions to locate and describe AC9M4SP02
references. positions and pathways

They identify line and rotational • recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using AC9M4SP03
symmetry in plane shapes and create dynamic geometric software where appropriate
symmetrical patterns.

They create many-to-one data • acquire data for categorical and discrete numerical variables to address a question of interest or AC9M4ST01
displays, assess the suitability of purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other
displays for representing data and displays or visualisations; interpret and discuss the information that has been created
discuss the shape of distributions
and variation in data. • analyse the effectiveness of different displays or visualisations in illustrating and comparing data AC9M4ST02
distributions, then discuss the shape of distributions and the variation in the data

They use surveys and digital tools to • acquire data for categorical and discrete numerical variables to address a question of interest or AC9M4ST01
generate categorical or discrete purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other
numerical data in statistical displays or visualisations; interpret and discuss the information that has been created
investigations and communicate their
findings in context. • conduct statistical investigations, collecting data through survey responses and other methods; record AC9M4ST03
and display data using digital tools; interpret the data and communicate the results

They order events or the outcomes of • describe possible everyday events and the possible outcomes of chance experiments and order AC9M4P01
chance experiments in terms of outcomes or events based on their likelihood of occurring; identify independent or dependent events
likelihood and identify whether events
are independent or dependent.

They conduct repeated chance • conduct repeated chance experiments to observe relationships between outcomes; identify and AC9M4P02
experiments and describe the describe the variation in results.
variation in results.

More information
If you would like more information, please visit the QCAA website www.qcaa.qld.edu.au. Alternatively, email the K–10 Curriculum and Assessment
branch at [email protected].

© State of Queensland (QCAA) 2023

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Unless otherwise indicated, material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use,
please check the Australian Curriculum website and its copyright notice.

Year 4 Mathematics Queensland Curriculum & Assessment Authority

Australian Curriculum Version 9.0: Achievement standard aligned to content descriptions March 2023
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