Mathematics - Year 4
Number and place value Recognise, represent and order numbers to at least tens of thousands (ACMNA072) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) Recall …
Mathematics - Year 4 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Year 4
Recognise, represent and order numbers to at least tens of thousands (ACMNA072) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) Recall multiplication facts …
Mathematics - Year 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Numeracy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Understand and use numbers in context model, represent, order and use numbers up to five digits Interpret proportional reasoning visualise, describe and order tenths, hundredths, 1-place and 2-place decimals Interpret …
Numeracy - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Languages: Chinese - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use spoken and written Chinese in simple personal interactions with familiar participants (WS1) about self, family (WS2), people, places, routine, school life, and own interests and preferences …
Languages: Chinese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Creating a dictionary - AT
Students were asked to create a personal dictionary to help them learn and remember Chinese for an upcoming assignment. Students could include Chinese that they wanted to learn or revise such as numbers, greetings, colours, family members, tones and age. …
Creating a dictionary - AT | Samples | Work samples | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Reasoning
In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …
Reasoning | Portfolios | Mathematics proficiencies | Resources