# National and Queensland curriculum context ## Current source scope Original source candidate · 13 October 2026. Root accepted the full written proposal after different reviews. Source, visual, callback and Browser reviews remain separate; no classroom, accessibility, full-year, translation or audio approval is claimed. This is a ten-session additive contribution, not a completed year, all mathematics, every Australian state or an A–E judgement. Days are sequence slots, not calendar attendance. ## Full code mapping ### Ac9m4n01 #### Complete official meaning recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4n02 #### Complete official meaning explain and use the properties of odd and even numbers #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4n03 #### Complete official meaning find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4n04 #### Complete official meaning count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4n05 #### Complete official meaning solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4n06 #### Complete official meaning develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder #### New scope Partial additive scope: Days51–55 strategy choice/regrouping/difference,59–60 synthesis. No new multiplication/division coverage; optional Bench holds literal notes, not automatic calculation. ### Ac9m4n07 #### Complete official meaning choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions #### New scope Partial: Day53 scale estimates and Day59 tight budget/exact decision, C17/C18, C cases. Chosen rounding must explain reasonableness; estimate alone does not prove exact fit. ### Ac9m4n08 #### Complete official meaning use mathematical modelling to solve practical problems involving additive and multiplicative situations 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 #### New scope Partial additive and whole-dollar modelling: Day59 supply/budget and Day60 own plans; C/D sources formulate, choose strategy, interpret and communicate. No new multiplicative modelling. ### Ac9m4n09 #### Complete official meaning 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 #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4a01 #### Complete official meaning find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations #### New scope Partial unknown addend/subtrahend/start/two-sided equality: Days56–58; B cases plus ordinary C11–C16. Known sides/unknown roles/substitution taught. No claim every equation form is mastered. ### Ac9m4a02 #### Complete official meaning recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4m01 #### Complete official meaning interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4m02 #### Complete official meaning recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4m03 #### Complete official meaning solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4m04 #### Complete official meaning estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4sp01 #### Complete official meaning represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4sp02 #### Complete official meaning create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4sp03 #### Complete official meaning recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4st01 #### Complete official meaning acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4st02 #### Complete official meaning analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4st03 #### Complete official meaning conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4p01 #### Complete official meaning describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events #### New scope Not newly taught or assessed by this block. Full meaning retained for year planning; previous resource opportunities do not certify completion. ### Ac9m4p02 #### Complete official meaning conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results #### New scope Not newly taught or assessed by this block. 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L137: ### 7.2 Third party copyright and disclaimers L138: L139: Australian Bureau of Statistics (ABS) data are used with permission; copyright for ABS data resides with the Commonwealth of Australia. The conditions for using ABS data are available on the cite34†ABS website†www.abs.gov.au . L140: L141: IHS Global Pte Ltd (IHS) disclaims any and all liability associated with any proprietary IHS information used on this site. IHS advises readers to use their own judgment and due diligence to verify any such IHS information. L142: Separate copyright and disclaimer notices are provided relating to data from cite35†APM , cite36†ASX , cite37†BLADE , cite38†HILDA Survey , cite39†McCloskey by OPIS a Dow Jones Energy company , cite40†RP Data Pty Ltd trading as Cotality , cite41†S&P Global Market Intelligence and cite42†ICE Data Indices . L143: L144: Other third parties have rights not mentioned in this Section. L145: ## 8. 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L172: ## References L173: L174: * cite52†For Media L175: * cite53†Judicial Notice L176: * cite54†Privacy L177: * cite55†Accessibility L178: * cite56†Procurement L179: * cite57†Glossary L180: * cite58†Schedules & Events L181: L182: * cite59†Report a Vulnerability L183: * cite60†Scams L184: * cite61†Public Interest Disclosure L185: * cite62†Access to Information L186: L187: cite63†Image†px.ads.linkedin.com -------------------------------------------------------------------------------- Year 4 Mathematics: Australian Curriculum Version 9.0 — Achievement standard alignment to content descriptions (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr4_as_cd_alignment.pdf) citeturn3146view2 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 2; Source: open({"ref_id":"https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr4_as_cd_alignment.pdf","lineno":null}); Total lines: 208 L0@P0: 230381 L1@P0: This resource shows alignment between aspects of the achievement standard and relevant content descriptions for Year 4. A similar resource is L2@P0: available for other year levels. L3@P0: The Australian Curriculum (AC) v9.0 code for each content description L4@P0: includes an element indicating the strand it is organised by, e.g. L5@P0: AC9M4N01 indicates Number strand. L6@P0: Key to content description codes: Mathematics L7@P0: e.g. AC9M4N01 L8@P0: Australian Curriculum (AC) L9@P0: Version 9 (9) L10@P0: Mathematics (M) L11@P0: Year (4) L12@P0: Strand (N, A, M, SP, ST, P) L13@P0: Content description number (##) L14@P0: Strands: L15@P0: • N — Number L16@P0: • A — Algebra L17@P0: • M — Measurement L18@P0: • SP — Space L19@P0: • ST — Statistics L20@P0: • P — Probability L21@P0: Year 4 Australian Curriculum: Mathematics achievement standard L22@P0: 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 L23@P0: multiples of 10. They use mathematical modelling to solve financial and other practical problems, formulating the problem using number sentences, solving the L24@P0: problem choosing efficient strategies and interpreting results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and L25@P0: subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. L26@P0: Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. L27@P0: Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and L28@P0: create algorithms that generate sets of numbers and identify emerging patterns. L29@P0: They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. L30@P0: They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent L31@P0: and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes L32@P0: and create symmetrical patterns. L33@P0: 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 L34@P0: use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order L35@P0: events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance L36@P0: experiments and describe the variation in results. L37@P0: Achievement standard aspect Relevant content description/s AC v9.0 code L38@P0: By the end of Year 4 Students learn to: L39@P0: Students use their understanding of L40@P0: place value to represent tenths and L41@P0: hundredths in decimal form and to L42@P0: multiply natural numbers by multiples L43@P0: of 10. L44@P0: • recognise and extend the application of place value to tenths and hundredths and use the conventions L45@P0: of decimal notation to name and represent decimals L46@P0: AC9M4N01 L47@P0: • solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without L48@P0: a calculator, using the multiplicative relationship between the place value of digits L49@P0: AC9M4N05 L50@P0: They use mathematical modelling to L51@P0: solve financial and other practical L52@P0: problems, formulating the problem L53@P0: using number sentences, solving the L54@P0: problem choosing efficient strategies L55@P0: and interpreting results in terms of L56@P0: the situation. L57@P0: • develop efficient strategies and use appropriate digital tools for solving problems involving addition and L58@P0: subtraction, and multiplication and division where there is no remainder L59@P0: AC9M4N06 L60@P0: • use mathematical modelling to solve practical problems involving additive and multiplicative situations L61@P0: including financial contexts; formulate the problems using number sentences and choose efficient L62@P0: calculation strategies, using digital tools where appropriate; interpret and communicate solutions in L63@P0: terms of the situation L64@P0: AC9M4N08 L65@P0: They use their proficiency with L66@P0: addition and multiplication facts to L67@P0: add and subtract, multiply and divide L68@P0: numbers efficiently. L69@P0: • develop efficient strategies and use appropriate digital tools for solving problems involving addition and L70@P0: subtraction, and multiplication and division where there is no remainder L71@P0: AC9M4N06 L72@P0: • use mathematical modelling to solve practical problems involving additive and multiplicative situations L73@P0: including financial contexts; formulate the problems using number sentences and choose efficient L74@P0: calculation strategies, using digital tools where appropriate; interpret and communicate solutions in L75@P0: terms of the situation L76@P0: AC9M4N08 L77@P0: • recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; L78@P0: extend and apply facts to develop efficient mental strategies for computation with larger numbers L79@P0: without a calculator L80@P0: AC9M4A02 L81@P0: They choose rounding and L82@P0: estimation strategies to determine L83@P0: whether results of calculations are L84@P0: reasonable. L85@P0: • choose and use estimation and rounding to check and explain the reasonableness of calculations L86@P0: including the results of financial transactions L87@P0: AC9M4N07 L88@P0: They use the properties of odd and L89@P0: even numbers. L90@P0: • explain and use the properties of odd and even numbers AC9M4N02 L91@P0: They recognise equivalent fractions L92@P0: and make connections between -------------------------------------------------------------------------------- Years 3–4 assessment techniques and conditions: Mathematics (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr3-4.pdf) citeturn3146view3 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 3; Source: open({"ref_id":"https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr3-4.pdf","lineno":null}); Total lines: 105 -------------------------------------------------------------------------------- Copyright | Queensland Curriculum and Assessment Authority (https://www.qcaa.qld.edu.au/copyright) citeturn3146view4 [wordlim: 200] Crawled: today; Content type: text/html; Source: open({"ref_id":"https://www.qcaa.qld.edu.au/copyright","lineno":null}); Total lines: 328 #### Scope Actual web returned parsed text, not inspected PDF matrix diagrams; preserves later RBA education timeouts separately from earlier successful narrow section read. #### Second Year 4 Mathematics: Australian Curriculum Version 9.0 — Achievement standard alignment to content descriptions (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr4_as_cd_alignment.pdf) citeturn3147view0 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 2; Source: open({"ref_id":"turn3146view2","lineno":80}); Total lines: 208 L26@P0: Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. L27@P0: Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and L28@P0: create algorithms that generate sets of numbers and identify emerging patterns. L29@P0: They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. L30@P0: They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent L31@P0: and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes L32@P0: and create symmetrical patterns. L33@P0: 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 L34@P0: use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order L35@P0: events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance L36@P0: experiments and describe the variation in results. L37@P0: Achievement standard aspect Relevant content description/s AC v9.0 code L38@P0: By the end of Year 4 Students learn to: L39@P0: Students use their understanding of L40@P0: place value to represent tenths and L41@P0: hundredths in decimal form and to L42@P0: multiply natural numbers by multiples L43@P0: of 10. L44@P0: • recognise and extend the application of place value to tenths and hundredths and use the conventions L45@P0: of decimal notation to name and represent decimals L46@P0: AC9M4N01 L47@P0: • solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without L48@P0: a calculator, using the multiplicative relationship between the place value of digits L49@P0: AC9M4N05 L50@P0: They use mathematical modelling to L51@P0: solve financial and other practical L52@P0: problems, formulating the problem L53@P0: using number sentences, solving the L54@P0: problem choosing efficient strategies L55@P0: and interpreting results in terms of L56@P0: the situation. L57@P0: • develop efficient strategies and use appropriate digital tools for solving problems involving addition and L58@P0: subtraction, and multiplication and division where there is no remainder L59@P0: AC9M4N06 L60@P0: • use mathematical modelling to solve practical problems involving additive and multiplicative situations L61@P0: including financial contexts; formulate the problems using number sentences and choose efficient L62@P0: calculation strategies, using digital tools where appropriate; interpret and communicate solutions in L63@P0: terms of the situation L64@P0: AC9M4N08 L65@P0: They use their proficiency with L66@P0: addition and multiplication facts to L67@P0: add and subtract, multiply and divide L68@P0: numbers efficiently. L69@P0: • develop efficient strategies and use appropriate digital tools for solving problems involving addition and L70@P0: subtraction, and multiplication and division where there is no remainder L71@P0: AC9M4N06 L72@P0: • use mathematical modelling to solve practical problems involving additive and multiplicative situations L73@P0: including financial contexts; formulate the problems using number sentences and choose efficient L74@P0: calculation strategies, using digital tools where appropriate; interpret and communicate solutions in L75@P0: terms of the situation L76@P0: AC9M4N08 L77@P0: • recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; L78@P0: extend and apply facts to develop efficient mental strategies for computation with larger numbers L79@P0: without a calculator L80@P0: AC9M4A02 L81@P0: They choose rounding and L82@P0: estimation strategies to determine L83@P0: whether results of calculations are L84@P0: reasonable. L85@P0: • choose and use estimation and rounding to check and explain the reasonableness of calculations L86@P0: including the results of financial transactions L87@P0: AC9M4N07 L88@P0: They use the properties of odd and L89@P0: even numbers. L90@P0: • explain and use the properties of odd and even numbers AC9M4N02 L91@P0: They recognise equivalent fractions L92@P0: and make connections between L93@P0: fraction and decimal notations. L94@P0: • recognise and extend the application of place value to tenths and hundredths and use the conventions L95@P0: of decimal notation to name and represent decimals L96@P0: AC9M4N01 L97@P0: • find equivalent representations of fractions using related denominators and make connections between L98@P0: fractions and decimal notation L99@P0: AC9M4N03 L100@P0: They count and represent fractions L101@P0: on a number line. L102@P0: • count by fractions including mixed numerals; locate and represent these fractions as numbers on L103@P0: number lines L104@P0: AC9M4N04 L105@P0: They find unknown values in L106@P0: numerical equations involving L107@P0: addition and subtraction. L108@P0: • find unknown values in numerical equations involving addition and subtraction, using the properties of L109@P0: numbers and operations L110@P0: AC9M4A01 L111@P0: Year 4 Mathematics L112@P0-1: Australian Curriculum Version 9.0: Achievement standard aligned to content descriptionsYear 4 Mathematics L113@P1: Australian Curriculum Version 9.0: Achievement standard aligned to content descriptions L114@P1: Queensland Curriculum & Assessment Authority L115@P1: March 2023 L116@P1: Page 2 of 2 L117@P1: Achievement standard aspect Relevant content description/s AC v9.0 code L118@P1: They follow and create algorithms L119@P1: that generate sets of numbers and L120@P1: identify emerging patterns. L121@P1: • follow and create algorithms involving a sequence of steps and decisions that use addition or L122@P1: multiplication to generate sets of numbers; identify and describe any emerging patterns L123@P1: AC9M4N09 L124@P1: They use scaled instruments and L125@P1: appropriate units to measure length, L126@P1: mass, capacity and temperature. L127@P1: • interpret unmarked and partial units when measuring and comparing attributes of length, mass, L128@P1: capacity, duration and temperature, using scaled and digital instruments and appropriate units L129@P1: AC9M4M01 L130@P1: They measure and approximate L131@P1: perimeters and areas. L132@P1: • recognise ways of measuring and approximating the perimeter and area of shapes and enclosed L133@P1: spaces, using appropriate formal and informal units L134@P1: AC9M4M02 L135@P1: They convert between units of time L136@P1: when solving problems involving L137@P1: duration. L138@P1: • solve problems involving the duration of time including situations involving “am” and “pm” and L139@P1: conversions between units of time L140@P1: AC9M4M03 L141@P1: They compare angles relative to a L142@P1: right angle using angle names. L143@P1: • estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and L144@P1: revolution, and recognise their relationship to a right angle L145@P1: AC9M4M04 L146@P1: They represent and approximate L147@P1: shapes and objects in the L148@P1: environment. L149@P1: • represent and approximate composite shapes and objects in the environment, using combinations of L150@P1: familiar shapes and objects L151@P1: AC9M4SP01 L152@P1: They create and interpret grid L153@P1: references. L154@P1: • create and interpret grid reference systems using grid references and directions to locate and describe L155@P1: positions and pathways L156@P1: AC9M4SP02 L157@P1: They identify line and rotational L158@P1: symmetry in plane shapes and create L159@P1: symmetrical patterns. L160@P1: • recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using L161@P1: dynamic geometric software where appropriate L162@P1: AC9M4SP03 L163@P1: They create many-to-one data L164@P1: displays, assess the suitability of L165@P1: displays for representing data and L166@P1: discuss the shape of distributions L167@P1: and variation in data. L168@P1: • acquire data for categorical and discrete numerical variables to address a question of interest or L169@P1: purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other L170@P1: displays or visualisations; interpret and discuss the information that has been created L171@P1: AC9M4ST01 L172@P1: • analyse the effectiveness of different displays or visualisations in illustrating and comparing data L173@P1: distributions, then discuss the shape of distributions and the variation in the data L174@P1: AC9M4ST02 L175@P1: They use surveys and digital tools to L176@P1: generate categorical or discrete L177@P1: numerical data in statistical L178@P1: investigations and communicate their L179@P1: findings in context. L180@P1: • acquire data for categorical and discrete numerical variables to address a question of interest or L181@P1: purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other L182@P1: displays or visualisations; interpret and discuss the information that has been created L183@P1: AC9M4ST01 L184@P1: • conduct statistical investigations, collecting data through survey responses and other methods; record L185@P1: and display data using digital tools; interpret the data and communicate the results L186@P1: AC9M4ST03 L187@P1: They order events or the outcomes of L188@P1: chance experiments in terms of L189@P1: likelihood and identify whether events L190@P1: are independent or dependent. L191@P1: • describe possible everyday events and the possible outcomes of chance experiments and order L192@P1: outcomes or events based on their likelihood of occurring; identify independent or dependent events L193@P1: AC9M4P01 L194@P1: They conduct repeated chance L195@P1: experiments and describe the L196@P1: variation in results. L197@P1: • conduct repeated chance experiments to observe relationships between outcomes; identify and L198@P1: describe the variation in results. L199@P1: AC9M4P02 L200@P1: More information L201@P1: If you would like more information, please visit the QCAA website www.qcaa.qld.edu.au. Alternatively, email the K–10 Curriculum and Assessment L202@P1: branch at australiancurriculum@qcaa.qld.edu.au. L203@P1: © State of Queensland (QCAA) 2023 L204@P1: Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain L205@P1: exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2023 www.qcaa.qld.edu.au/copyright. L206@P1: 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, L207@P1: please check the Australian Curriculum website and its copyright notice. -------------------------------------------------------------------------------- Years 3–4 assessment techniques and conditions: Mathematics (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr3-4.pdf) citeturn3147view1 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 3; Source: open({"ref_id":"turn3146view3","lineno":0}); Total lines: 105 L0@P0: 230151-01 L1@P0: This document outlines assessment techniques and response conditions that could be used to achieve range and balance within an assessment L2@P0: program. Schools should consider the local context, and the age and capabilities of the students, when selecting appropriate assessment techniques, L3@P0: modes and response conditions. L4@P0: Techniques L5@P0: Project Supervised assessment L6@P0: Description focuses on responding to a problem, issue or scenario using a process L7@P0: in a relevant context to demonstrate learning. Students may be L8@P0: supported to expand on their thinking through question prompts given L9@P0: by the teacher. L10@P0: focuses on independently responding to a set of provided questions, L11@P0: scenarios and/or problems, under supervised conditions and within a L12@P0: set time frame. L13@P0: Learning area L14@P0: advice L15@P0: Students demonstrate and apply mathematical proficiencies and/or L16@P0: mathematical process skills in order to make connections between L17@P0: concepts, skills, procedures and processes across strands. L18@P0: A project may require students to complete some or all relevant L19@P0: components of a mathematical process including: L20@P0: • solving problems and finding solutions L21@P0: • acquiring, representing and analysing information and data to draw L22@P0: conclusions L23@P0: • applying mathematics in order to model situations L24@P0: • making mathematical decisions drawing on concepts, skills, L25@P0: procedures and processes. L26@P0: Students demonstrate and apply mathematical proficiencies and/or L27@P0: mathematical process skills when responding to simple familiar, L28@P0: complex familiar and unfamiliar questions, scenarios or problems. L29@P0: It requires students respond to one or more assessment items at a L30@P0: point in time under supervised conditions. L31@P0: Years 3–4 assessment techniques and conditions L32@P0-1: MathematicsYears 3–4 assessment techniques and conditions L33@P1: Mathematics L34@P1: Queensland Curriculum & Assessment Authority L35@P1: October 2023 L36@P1: Page 2 of 3 L37@P1: Techniques L38@P1: Project Supervised assessment L39@P1: Mode written, spoken/signed, practical^ or multimodal written, spoken/signed or practical^ L40@P1: Examples Examples may include: L41@P1: • learning journal L42@P1: - collection of annotated work samples and/or photographs L43@P1: - reflections L44@P1: • investigation folio L45@P1: - collection of student work samples reflecting a problem-based L46@P1: learning experience L47@P1: • construction of two-dimensional representations or three-dimensional L48@P1: models L49@P1: • investigation report L50@P1: • multimedia presentation L51@P1: • proposal L52@P1: • problem–solution report. L53@P1: Examples may include: L54@P1: • multiple choice items L55@P1: • short response items L56@P1: - calculating using algorithms L57@P1: - drawing, labelling or interpreting graphs, tables, two-dimensional L58@P1: representations or diagrams L59@P1: - single word, term, sentence or short paragraph responses L60@P1: - finding unknown elements in number sentences, equations or L61@P1: expressions L62@P1: - justifying solutions using appropriate mathematical language L63@P1: - interpreting ideas and information L64@P1: - using scaled instruments and metric units to measure attributes of L65@P1: objects L66@P1: - manipulating physical and virtual materials to demonstrate L67@P1: understanding and skills L68@P1: • extended response items L69@P1: - constructing, using, interpreting or evaluating data, graphs, tables L70@P1: or diagrams L71@P1: - response to stimulus. L72@P1: Additional evidence can be gathered within an assessment task through teacher observation. The teacher observes (views, listens, interprets and L73@P1: records) students’ ability to demonstrate the application of their knowledge, understanding and skills when responding to the task. The teacher is L74@P1-2: required to document evidence of learning against relevant aspects of the achievement standard.Years 3–4 assessment techniques and conditions L75@P2: Mathematics L76@P2: Queensland Curriculum & Assessment Authority L77@P2: October 2023 L78@P2: Page 3 of 3 L79@P2: Techniques L80@P2: Project Supervised assessment L81@P2: Conditions Suggested time: L82@P2: • may be completed over multiple lessons or broken into components. L83@P2: Suggested length:* L84@P2: • written responses up to 200 words L85@P2: • spoken/signed responses up to 1 minute L86@P2: • practical as negotiated. L87@P2: Suggested time: L88@P2: • up to 40 minutes, plus 5 minutes perusal, planning and/or teacher L89@P2: instruction time L90@P2: • may be completed over multiple lessons or broken into components. L91@P2: Suggested length:* L92@P2: • up to 200 words (in total) L93@P2: - short responses up to 50 words per item L94@P2: • practical as negotiated. L95@P2: Other: L96@P2: Responses can be recorded or live and may be presented digitally. L97@P2: Questions or instructions can be read to students in whole class, group or individual situations. L98@P2: *Length of student responses should be considered in the context of the assessment. Longer responses do not necessarily provide better quality evidence of achievement. L99@P2: ^All practical work must be organised with student safety in mind. Schools must ensure their practices meet current guidelines. L100@P2: © State of Queensland (QCAA) 2023 L101@P2: Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain L102@P2: exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2023 www.qcaa.qld.edu.au/copyright. L103@P2: Unless otherwise indicated material from the Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of L104@P2: use, please check the Australian Curriculum website and its copyright notice. -------------------------------------------------------------------------------- Copyright | Queensland Curriculum and Assessment Authority (https://www.qcaa.qld.edu.au/copyright) citeturn3147view2 [wordlim: 200] Crawled: today; Content type: text/html; Source: open({"ref_id":"turn3146view4","lineno":210}); Total lines: 328 L136: * cite122†Academic integrity toolkit for junior secondary students Provides teachers with age-appropriate resources and information to promote academic integrity. L137: * cite123†Transition to senior secondary Information and resources to help students transition to senior secondary education. L138: * cite124†VET Registration, audit and appeals information, resources and updates. L139: * cite125†Past curriculum documents Past P–10 curriculum resources, including QCATs and Assessment Bank. L140: * cite126†P-12 approach L141: * cite127†Early Years Curriculum Guidelines L142: * cite128†Year 1 Learning Statements L143: * cite129†Year 2 Diagnostic Net L144: * cite130†QCATs (Years 4, 6 & 9) L145: * cite131†Assessment Bank L146: * cite132†Implementing the Essential Learnings & Standards L147: * cite133†Years 1-10 syllabuses L148: * cite134†Year 10 guidelines L149: * cite135†Years 8–10 Lower Secondary Subject Area Guidelines L150: * cite136†P–10 Aboriginal & Torres Strait Islander Languages L151: cite137†Image L152: ## 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L288: L289: * cite192†log in to the QCAA Portal†portal.qcaa.qld.edu.au L290: * cite218†view cognitive verb resources L291: * cite166†request a replacement certificate L292: ### Quick links L293: L294: * cite140†General, Applied and Short Courses syllabuses L295: * cite163†QCE and QCIA policy and procedures handbook L296: * cite219†Senior syllabus resource search L297: * cite180†Information for parents and families L298: * cite220†myQCE†myqce.qcaa.qld.edu.au L299: L300: ### Contact L301: L302: 400 George Street, L303: Brisbane, QLD 4000 L304: PO Box 307 L305: Spring Hill, QLD 4004 L306: L307: Monday–Friday, 8:30 am to 4:30 pm L308: Phone: (07) 3864 0299 L309: L310: cite221†Image: Artwork by Chern’ee Sutton L311: ## Acknowledgment of Country L312: -------------------------------------------------------------------------------- Internal Error () citeturn3147view3 [wordlim: 200] Source: open({"ref_id":"https://www.rba.gov.au/education/topics/banknotes/","lineno":280}); Total lines: 1 ### Standards elaborations complete parsed body #### Document date April 2025 #### First open Year 4 standard elaborations — Australian Curriculum v9.0: Mathematics (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr4.pdf) citeturn3139view0 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 11; Source: open({"ref_id":"https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr4.pdf","lineno":0}); Total lines: 871 L0@P0: 240850 L1@P0: Purpose L2@P0: The standards elaborations (SEs) have been designed to support teachers to connect curriculum to evidence in assessment so that students are L3@P0: assessed on what they have had the opportunity to learn. The SEs can be used to: L4@P0: • make consistent and comparable judgments, on a five-point scale, about the evidence of learning in a folio of student work across a year/band L5@P0: • develop task-specific standards (or marking guides) for individual assessment tasks L6@P0: • quality assure planning documents to ensure coverage of the achievement standard across a year/band. L7@P0: Structure L8@P0: The SEs have been developed using the Australian Curriculum achievement standard. The achievement standard for Mathematics describes what L9@P0: students are expected to know and be able to do at the end of each year. Teachers use the SEs to inform the development of assessment tasks and to L10@P0: make on-balance judgments about the qualities in student work that demonstrate the depth and breadth of their learning. L11@P0: In Queensland, the achievement standard represents the C standard — a sound level of knowledge and understanding of the content, and application of L12@P0: skills. The SEs are presented in a matrix where the discernible differences and/or degrees of quality between each performance level are highlighted. L13@P0: Teachers match these discernible differences and/or degrees of quality to characteristics of student work to make judgments across a five-point scale. L14@P0: Terms are described in the Notes section following the matrix. L15@P0: Year 4 standard elaborations — L16@P0-1: Australian Curriculum v9.0: MathematicsYear 4 standard elaborations — Australian Curriculum v9.0: Mathematics Queensland Curriculum & Assessment Authority L17@P1: April 2025 L18@P1: Page 2 of 11 L19@P1: Year 4 Australian Curriculum: Mathematics achievement standard L20@P1: 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 L21@P1: multiples of 10. They use mathematical modelling to solve financial and other practical problems, formulating the problem using number sentences, solving the L22@P1: problem choosing efficient strategies and interpreting results in terms of the situation. Students use their proficiency with addition and multiplication facts to add and L23@P1: subtract, multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. L24@P1: Students use the properties of odd and even numbers. They recognise equivalent fractions and make connections between fraction and decimal notations. L25@P1: Students count and represent fractions on a number line. They find unknown values in numerical equations involving addition and subtraction. Students follow and L26@P1: create algorithms that generate sets of numbers and identify emerging patterns. L27@P1: They use scaled instruments and appropriate units to measure length, mass, capacity and temperature. Students measure and approximate perimeters and areas. L28@P1: They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names. They represent L29@P1: and approximate shapes and objects in the environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes L30@P1: and create symmetrical patterns. L31@P1: 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 L32@P1: use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context. Students order L33@P1: events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance L34@P1: experiments and describe the variation in results. L35@P1: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 9.0 Mathematics for Foundation–10 L36@P1-2: https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/mathematics/year-4?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-byside=1&strands-start-index=0&subjects-start-index=0Year 4 standard elaborations — Australian Curriculum v9.0: Mathematics Queensland Curriculum & Assessment Authority L37@P2: April 2025 L38@P2: Page 3 of 11 L39@P2: Year 4 Mathematics standard elaborations L40@P2: A B C D E L41@P2: The folio of student work contains evidence of the following: L42@P2: Mathematical proficiencies L43@P2: Understanding L44@P2: • accurate and consistent L45@P2: identification, L46@P2: representation, L47@P2: description and L48@P2: connection of L49@P2: mathematical concepts L50@P2: and relationships L51@P2: • in complex unfamiliar, L52@P2: complex familiar, and L53@P2: simple familiar situations, L54@P2: identification, L55@P2: representation, L56@P2: description and L57@P2: connection of L58@P2: mathematical concepts L59@P2: and relationships L60@P2: • accurate identification, L61@P2: representation, L62@P2: description and L63@P2: connection of L64@P2: mathematical concepts L65@P2: and relationships L66@P2: • in complex familiar and L67@P2: simple familiar situations, L68@P2: identification, L69@P2: representation, L70@P2: description and L71@P2: connection of L72@P2: mathematical concepts L73@P2: and relationships L74@P2: • identification, L75@P2: representation, L76@P2: description and L77@P2: connection of L78@P2: mathematical concepts L79@P2: and relationships L80@P2: • in simple familiar L81@P2: situations, identification, L82@P2: representation, L83@P2: description and L84@P2: connection of L85@P2: mathematical concepts L86@P2: and relationships L87@P2: • partial identification, L88@P2: representation and L89@P2: description of L90@P2: mathematical concepts L91@P2: and relationships L92@P2: • in some simple familiar L93@P2: situations, identification, L94@P2: representation, L95@P2: description and L96@P2: connection of L97@P2: mathematical concepts L98@P2: and relationships L99@P2: • fragmented identification, L100@P2: representation and L101@P2: description of L102@P2: mathematical concepts L103@P2: and relationships L104@P2: • in isolated and obvious L105@P2: situations, identification, L106@P2: representation, L107@P2: description and L108@P2: connection of L109@P2: mathematical concepts L110@P2: and relationships L111@P2: Fluency L112@P2: • choice, use and L113@P2: application of L114@P2: comprehensive facts, L115@P2: definitions, and L116@P2: procedures to find L117@P2: solutions L118@P2: • in complex unfamiliar, L119@P2: complex familiar, and L120@P2: simple familiar situations, L121@P2: choice, use and L122@P2: application of facts, L123@P2: definitions, and L124@P2: procedures to find L125@P2: solutions L126@P2: • choice, use and L127@P2: application of effective L128@P2: facts, definitions, and L129@P2: procedures to find L130@P2: solutions L131@P2: • in complex familiar and L132@P2: simple familiar situations, L133@P2: choice, use and L134@P2: application of facts, L135@P2: definitions, and L136@P2: procedures to find L137@P2: solutions L138@P2: • choice, use and L139@P2: application of facts, L140@P2: definitions, and L141@P2: procedures to find L142@P2: solutions L143@P2: • in simple familiar L144@P2: situations, choice, use L145@P2: and application of facts, L146@P2: definitions, and L147@P2: procedures to find L148@P2: solutions L149@P2: • choice and use of partial L150@P2: facts, definitions, and L151@P2: procedures to find L152@P2: solutions L153@P2: • in some simple familiar L154@P2: situations, choice, use L155@P2: and application of facts, L156@P2: definitions, and L157@P2: procedures to find L158@P2: solutions L159@P2: • choice and use of L160@P2: fragmented facts, L161@P2: definitions and L162@P2: procedures to find L163@P2: solutions L164@P2: • in isolated and obvious L165@P2: situations, choice, use L166@P2: and application of facts, L167@P2: definitions, and L168@P2: procedures to find L169@P2-3: solutionsYear 4 standard elaborations — Australian Curriculum v9.0: Mathematics Queensland Curriculum & Assessment Authority L170@P3: April 2025 L171@P3: Page 4 of 11 L172@P3: A B C D E L173@P3: The folio of student work contains evidence of the following: L174@P3: Reasoning L175@P3: • comprehensive L176@P3: explanation of L177@P3: mathematical thinking, L178@P3: strategies used, and L179@P3: conclusions reached L180@P3: • in complex unfamiliar, L181@P3: complex familiar, and L182@P3: simple familiar situations, L183@P3: explanation of L184@P3: mathematical thinking, L185@P3: strategies used, and L186@P3: conclusions reached L187@P3: • detailed explanation of L188@P3: mathematical thinking, L189@P3: strategies used, and L190@P3: conclusions reached L191@P3: • in complex familiar and L192@P3: simple familiar situations, L193@P3: explanation of L194@P3: mathematical thinking, L195@P3: strategies used, and L196@P3: conclusions reached L197@P3: • explanation of L198@P3: mathematical thinking, L199@P3: strategies used, and L200@P3: conclusions reached L201@P3: • in simple familiar L202@P3: situations, explanation of L203@P3: mathematical thinking, L204@P3: strategies used, and L205@P3: conclusions reached L206@P3: • partial explanation of L207@P3: mathematical thinking, L208@P3: strategies used, and L209@P3: conclusions reached L210@P3: • in some simple familiar L211@P3: situations, explanation of L212@P3: mathematical thinking, L213@P3: strategies used, and L214@P3: conclusions reached L215@P3: • fragmented explanation of L216@P3: mathematical thinking, L217@P3: strategies used, and L218@P3: conclusions reached L219@P3: • in isolated and obvious L220@P3: situations, explanation of L221@P3: mathematical thinking, L222@P3: strategies used, and L223@P3: conclusions reached L224@P3: Problemsolving • purposeful use of L225@P3: problem-solving L226@P3: approaches to find L227@P3: solutions to problems. L228@P3: • effective use of problemsolving approaches to L229@P3: find solutions to L230@P3: problems. L231@P3: • use of problem-solving L232@P3: approaches to find L233@P3: solutions to problems. L234@P3: • partial use of problemsolving approaches to L235@P3: make progress towards L236@P3: finding solutions to L237@P3: problems. L238@P3: • fragmented use of L239@P3: problem-solving L240@P3: approaches to make L241@P3: progress towards finding L242@P3: solutions to problems. L243@P3-4: Key shading emphasises the qualities that discriminate between the A–E descriptorsYear 4 standard elaborations — Australian Curriculum v9.0: L244@P4: Mathematics L245@P4: Queensland Curriculum & Assessment Authority L246@P4: April 2025 L247@P4: Page 5 of 11 L248@P4: Notes L249@P4: The SEs for Mathematics are organised using the four Mathematical proficiencies, L250@P4: Understanding, Fluency, Reasoning and Problem-solving. The proficiencies represent the actions L251@P4: students demonstrate when working mathematically. The proficiencies are embedded as verbs in L252@P4: the achievement standard and related content descriptions. L253@P4: Table 1 shows how aspects of the Australian Curriculum achievement standard can be L254@P4: demonstrated as evidence (at the C standard) and related to the proficiencies. L255@P4: In the Mathematics SEs, there are two types of qualifiers to describe performance across the fivepoint scale: those describing degrees of quality, and those describing degrees of difficulty. L256@P4: Table 2 describes degrees of difficulty, in terms of the complexity and familiarity of situations. L257@P4: Tables 1 and 2 should be used in conjunction with the ACARA Australian Curriculum L258@P4: Mathematics glossary: https://v9.australiancurriculum.edu.au/content/dam/en/curriculum/acversion-9/downloads/mathematics/mathematics-glossary-v9.docx L259@P4: Table 1: Relationship between Australian Curriculum achievement standard and L260@P4: Mathematical proficiencies L261@P4: Aspect of the L262@P4: achievement L263@P4: standard L264@P4: Related content L265@P4: description/s L266@P4: Examples of evidence Mathematical L267@P4: proficiencies L268@P4: Students use their L269@P4: understanding of L270@P4: place value to L271@P4: represent tenths and L272@P4: hundredths in L273@P4: decimal form and to L274@P4: multiply natural L275@P4: numbers by L276@P4: multiples of 10. L277@P4: Number L278@P4: • recognise and extend the L279@P4: application of place value to L280@P4: tenths and hundredths and L281@P4: use the conventions of decimal L282@P4: notation to name and L283@P4: represent decimals L284@P4: AC9M4N01 L285@P4: • solve problems involving L286@P4: multiplying or dividing natural L287@P4: numbers by multiples and L288@P4: powers of 10 without a L289@P4: calculator, using the L290@P4: multiplicative relationship L291@P4: between the place value of L292@P4: digits AC9M4N05 L293@P4: • representing tenths L294@P4: and hundredths in L295@P4: decimal form using L296@P4: their understanding of L297@P4: place value L298@P4: Understanding L299@P4: • multiplying natural L300@P4: numbers by multiples L301@P4: of 10 using their L302@P4: understanding of place L303@P4: value L304@P4: Fluency L305@P4: They use L306@P4: mathematical L307@P4: modelling to solve L308@P4: financial and other L309@P4: practical problems, L310@P4: formulating the L311@P4: problem using L312@P4: number sentences, L313@P4: solving the problem L314@P4: choosing efficient L315@P4: strategies and L316@P4: interpreting results in L317@P4: terms of the L318@P4: situation. L319@P4: Number L320@P4: • develop efficient strategies L321@P4: and use appropriate digital L322@P4: tools for solving problems L323@P4: involving addition and L324@P4: subtraction, and multiplication L325@P4: and division where there is no L326@P4: remainder AC9M4N06 L327@P4: • use mathematical modelling to L328@P4: solve practical problems L329@P4: involving additive and L330@P4: multiplicative situations L331@P4: including financial contexts; L332@P4: formulate the problems using L333@P4: • formulating financial L334@P4: and other practical L335@P4: problems using L336@P4: number sentences L337@P4: Understanding L338@P4: • solving financial and L339@P4: other practical L340@P4: problems, choosing L341@P4: efficient strategies L342@P4-5: FluencyYear 4 standard elaborations — Australian Curriculum v9.0: L343@P5: Mathematics L344@P5: Queensland Curriculum & Assessment Authority L345@P5: April 2025 L346@P5: Page 6 of 11 L347@P5: Aspect of the L348@P5: achievement L349@P5: standard L350@P5: Related content L351@P5: description/s L352@P5: Examples of evidence Mathematical L353@P5: proficiencies L354@P5: number sentences and choose L355@P5: efficient calculation strategies, L356@P5: using digital tools where L357@P5: appropriate; interpret and L358@P5: communicate solutions in L359@P5: terms of the situation L360@P5: AC9M4N08 L361@P5: • interpreting results L362@P5: related to L363@P5: mathematical L364@P5: modelling problems in L365@P5: terms of the situation L366@P5: Reasoning L367@P5: • using mathematical L368@P5: modelling to solve L369@P5: financial and other L370@P5: practical problems L371@P5: Problem-solving L372@P5: Students use their L373@P5: proficiency with L374@P5: addition and L375@P5: multiplication facts to L376@P5: add and subtract, L377@P5: multiply and divide L378@P5: numbers efficiently. L379@P5: Number L380@P5: • develop efficient strategies L381@P5: and use appropriate digital L382@P5: tools for solving problems L383@P5: involving addition and L384@P5: subtraction, and multiplication L385@P5: and division where there is no L386@P5: remainder AC9M4N06 L387@P5: • use mathematical modelling to L388@P5: solve practical problems L389@P5: involving additive and L390@P5: multiplicative situations L391@P5: including financial contexts; L392@P5: formulate the problems using L393@P5: number sentences and choose L394@P5: efficient calculation strategies, L395@P5: using digital tools where L396@P5: appropriate; interpret and L397@P5: communicate solutions in L398@P5: terms of the situation L399@P5: AC9M4N08 L400@P5: Algebra L401@P5: • recall and demonstrate L402@P5: proficiency with multiplication L403@P5: facts up to 10 x 10 and related L404@P5: division facts; extend and L405@P5: apply facts to develop efficient L406@P5: mental strategies for L407@P5: computation with larger L408@P5: numbers without a calculator L409@P5: AC9M4A02 L410@P5: • using proficiency with L411@P5: addition facts to add L412@P5: and subtract numbers L413@P5: efficiently L414@P5: • using proficiency with L415@P5: multiplication facts to L416@P5: multiply and divide L417@P5: numbers efficiently L418@P5-6: FluencyYear 4 standard elaborations — Australian Curriculum v9.0: L419@P6: Mathematics L420@P6: Queensland Curriculum & Assessment Authority L421@P6: April 2025 L422@P6: Page 7 of 11 L423@P6: Aspect of the L424@P6: achievement L425@P6: standard L426@P6: Related content L427@P6: description/s L428@P6: Examples of evidence Mathematical L429@P6: proficiencies L430@P6: They choose L431@P6: rounding and L432@P6: estimation strategies L433@P6: to determine L434@P6: whether results of L435@P6: calculations are L436@P6: reasonable. L437@P6: Number L438@P6: • choose and use estimation L439@P6: and rounding to check and L440@P6: explain the reasonableness of L441@P6: calculations including the L442@P6: results of financial transactions L443@P6: AC9M4N07 L444@P6: • determining whether L445@P6: results of calculations L446@P6: are reasonable, by L447@P6: choosing rounding and L448@P6: estimation strategies L449@P6: Reasoning L450@P6: Students use the L451@P6: properties of odd L452@P6: and even numbers. L453@P6: Number L454@P6: • explain and use the properties L455@P6: of odd and even numbers L456@P6: AC9M4N02 L457@P6: • using the properties of L458@P6: odd and even L459@P6: numbers L460@P6: Fluency L461@P6: They recognise L462@P6: equivalent fractions L463@P6: and make L464@P6: connections L465@P6: between fraction and L466@P6: decimal notations. L467@P6: Number L468@P6: • recognise and extend the L469@P6: application of place value to L470@P6: tenths and hundredths and use L471@P6: the conventions of decimal L472@P6: notation to name and represent L473@P6: decimals AC9M4N01 L474@P6: • find equivalent representations L475@P6: of fractions using related L476@P6: denominators and make L477@P6: connections between fractions L478@P6: and decimal notation L479@P6: AC9M4N03 L480@P6: • recognising equivalent L481@P6: fractions L482@P6: • making connections L483@P6: between fraction and L484@P6: decimal notations L485@P6: Understanding L486@P6: Students count and L487@P6: represent fractions L488@P6: on a number line. L489@P6: Number L490@P6: • count by fractions including L491@P6: mixed numerals; locate and L492@P6: represent these fractions as L493@P6: numbers on number lines L494@P6: AC9M4N04 L495@P6: • representing fractions L496@P6: on a number line L497@P6: Understanding L498@P6: • counting fractions on a L499@P6: number line L500@P6: Fluency L501@P6: They find unknown L502@P6: values in numerical L503@P6: equations involving L504@P6: addition and L505@P6: subtraction. L506@P6: Algebra L507@P6: • find unknown values in L508@P6: numerical equations involving L509@P6: addition and subtraction, using L510@P6: the properties of numbers and L511@P6: operations AC9M4A01 L512@P6: • finding unknown L513@P6: values in numerical L514@P6: equations involving L515@P6: addition and L516@P6: subtraction L517@P6: Fluency L518@P6: Students follow and L519@P6: create algorithms L520@P6: that generate sets of L521@P6: numbers and identify L522@P6: emerging patterns. L523@P6: Number L524@P6: • follow and create algorithms L525@P6: involving a sequence of steps L526@P6: and decisions that use addition L527@P6: or multiplication to generate L528@P6: sets of numbers; identify and L529@P6: describe any emerging L530@P6: patterns AC9M4N09 L531@P6: • identifying emerging L532@P6: patterns from L533@P6: algorithms L534@P6: Understanding L535@P6: • following algorithms L536@P6: that generate sets of L537@P6: numbers L538@P6: Fluency L539@P6: • creating algorithms L540@P6: that generate sets of L541@P6: numbers L542@P6-7: Problem-solvingYear 4 standard elaborations — Australian Curriculum v9.0: L543@P7: Mathematics L544@P7: Queensland Curriculum & Assessment Authority L545@P7: April 2025 L546@P7: Page 8 of 11 L547@P7: Aspect of the L548@P7: achievement L549@P7: standard L550@P7: Related content L551@P7: description/s L552@P7: Examples of evidence Mathematical L553@P7: proficiencies L554@P7: They use scaled L555@P7: instruments and L556@P7: appropriate units to L557@P7: measure length, L558@P7: mass, capacity and L559@P7: temperature. L560@P7: Measurement L561@P7: • interpret unmarked and partial L562@P7: units when measuring and L563@P7: comparing attributes of length, L564@P7: mass, capacity, duration and L565@P7: temperature, using scaled and L566@P7: digital instruments and L567@P7: appropriate units AC9M4M01 L568@P7: • using scaled L569@P7: instruments and L570@P7: appropriate units to L571@P7: measure L572@P7: - length L573@P7: - mass L574@P7: - capacity L575@P7: - temperature L576@P7: Fluency L577@P7: Students measure L578@P7: and approximate L579@P7: perimeters and L580@P7: areas. L581@P7: Measurement L582@P7: • recognise ways of measuring L583@P7: and approximating the L584@P7: perimeter and area of shapes L585@P7: and enclosed spaces, using L586@P7: appropriate formal and L587@P7: informal units AC9M4M02 L588@P7: • measuring and L589@P7: approximating L590@P7: - perimeters L591@P7: - areas L592@P7: Fluency L593@P7: They convert L594@P7: between units of L595@P7: time when solving L596@P7: problems involving L597@P7: duration. L598@P7: Measurement L599@P7: • solve problems involving the L600@P7: duration of time including L601@P7: situations involving “am” and L602@P7: “pm” and conversions between L603@P7: units of time AC9M4M03 L604@P7: • converting between L605@P7: units of time when L606@P7: solving problems L607@P7: involving duration L608@P7: Fluency L609@P7: Students compare L610@P7: angles relative to a L611@P7: right-angle using L612@P7: angle names. L613@P7: Measurement L614@P7: • estimate and compare angles L615@P7: using angle names including L616@P7: acute, obtuse, straight angle, L617@P7: reflex and revolution, and L618@P7: recognise their relationship to L619@P7: a right angle AC9M4M04 L620@P7: • comparing angles L621@P7: relative to a right-angle L622@P7: using angle names L623@P7: Reasoning L624@P7: They represent and L625@P7: approximate shapes L626@P7: and objects in the L627@P7: environment. L628@P7: Space L629@P7: • represent and approximate L630@P7: composite shapes and objects L631@P7: in the environment, using L632@P7: combinations of familiar L633@P7: shapes and objects L634@P7: AC9M4SP01 L635@P7: • representing and L636@P7: approximating shapes L637@P7: and objects in the L638@P7: environment L639@P7: Understanding L640@P7: Students create and L641@P7: interpret grid L642@P7: references. L643@P7: Space L644@P7: • create and interpret grid L645@P7: reference systems using grid L646@P7: references and directions to L647@P7: locate and describe positions L648@P7: and pathways AC9M4SP02 L649@P7: • creating grid L650@P7: references L651@P7: • interpreting grid L652@P7: references L653@P7: Understanding L654@P7: They identify line L655@P7: and rotational L656@P7: symmetry in plane L657@P7: shapes and create L658@P7: symmetrical L659@P7: patterns. L660@P7: Space L661@P7: • recognise line and rotational L662@P7: symmetry of shapes and L663@P7: create symmetrical patterns L664@P7: and pictures, using dynamic L665@P7: geometric software where L666@P7: appropriate AC9M4SP03 L667@P7: • identifying L668@P7: - line symmetry L669@P7: - rotational symmetry L670@P7: in plane shapes L671@P7: • creating symmetrical L672@P7: patterns L673@P7-8: UnderstandingYear 4 standard elaborations — Australian Curriculum v9.0: L674@P8: Mathematics L675@P8: Queensland Curriculum & Assessment Authority L676@P8: April 2025 L677@P8: Page 9 of 11 L678@P8: Aspect of the L679@P8: achievement L680@P8: standard L681@P8: Related content L682@P8: description/s L683@P8: Examples of evidence Mathematical L684@P8: proficiencies L685@P8: Students create L686@P8: many-to-one data L687@P8: displays, assess the L688@P8: suitability of displays L689@P8: for representing data L690@P8: and discuss the L691@P8: shape of L692@P8: distributions and L693@P8: variation in data. L694@P8: Statistics L695@P8: • acquire data for categorical L696@P8: and discrete numerical #### Last open Year 4 standard elaborations — Australian Curriculum v9.0: Mathematics (https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr4.pdf) citeturn3138view0 [wordlim: 200] Crawled: today; Content type: application/pdf; Number of pages: 11; Source: open({"ref_id":"turn3136view0","lineno":830}); Total lines: 871 L635@P7: • representing and L636@P7: approximating shapes L637@P7: and objects in the L638@P7: environment L639@P7: Understanding L640@P7: Students create and L641@P7: interpret grid L642@P7: references. L643@P7: Space L644@P7: • create and interpret grid L645@P7: reference systems using grid L646@P7: references and directions to L647@P7: locate and describe positions L648@P7: and pathways AC9M4SP02 L649@P7: • creating grid L650@P7: references L651@P7: • interpreting grid L652@P7: references L653@P7: Understanding L654@P7: They identify line L655@P7: and rotational L656@P7: symmetry in plane L657@P7: shapes and create L658@P7: symmetrical L661@P7: • recognise line and rotational L662@P7: symmetry of shapes and L663@P7: create symmetrical patterns L664@P7: and pictures, using dynamic L665@P7: geometric software where L666@P7: appropriate AC9M4SP03 L667@P7: • identifying L668@P7: - line symmetry L669@P7: - rotational symmetry L670@P7: in plane shapes L671@P7: • creating symmetrical L672@P7: patterns L673@P7-8: UnderstandingYear 4 standard elaborations — Australian Curriculum v9.0: L674@P8: Mathematics L675@P8: Queensland Curriculum & Assessment Authority L676@P8: April 2025 L677@P8: Page 9 of 11 L678@P8: Aspect of the L679@P8: achievement L680@P8: standard L681@P8: Related content L682@P8: description/s L683@P8: Examples of evidence Mathematical L684@P8: proficiencies L685@P8: Students create L686@P8: many-to-one data L687@P8: displays, assess the L688@P8: suitability of displays L689@P8: for representing data L690@P8: and discuss the L691@P8: shape of L692@P8: distributions and L693@P8: variation in data. L694@P8: Statistics L695@P8: • acquire data for categorical L696@P8: and discrete numerical L697@P8: variables to address a L698@P8: question of interest or L699@P8: purpose, using digital tools; L700@P8: represent data using many-toone pictographs, column L701@P8: graphs and other displays or L702@P8: visualisations; interpret and L703@P8: discuss the information that L704@P8: has been created AC9M4ST01 L705@P8: • analyse the effectiveness of L706@P8: different displays or L707@P8: visualisations in illustrating and L708@P8: comparing data distributions, L709@P8: then discuss the shape of L710@P8: distributions and the variation L711@P8: in the data AC9M4ST02 L712@P8: • creating many-to-one L713@P8: data displays L714@P8: Understanding L715@P8: • assessing the L716@P8: suitability of displays L717@P8: for representing data L718@P8: • discussing the shape L719@P8: of distributions and L720@P8: variation in data L721@P8: Reasoning L722@P8: They use surveys L723@P8: and digital tools to L724@P8: generate categorical L725@P8: or discrete numerical L726@P8: data in statistical L727@P8: investigations and L728@P8: communicate their L729@P8: findings in context. L730@P8: Statistics L731@P8: • acquire data for categorical L732@P8: and discrete numerical L733@P8: variables to address a L734@P8: question of interest or L735@P8: purpose, using digital tools; L736@P8: represent data using many-toone pictographs, column L737@P8: graphs and other displays or L738@P8: visualisations; interpret and L739@P8: discuss the information that L740@P8: has been created AC9M4ST01 L741@P8: • conduct statistical L742@P8: investigations, collecting data L743@P8: through survey responses and L744@P8: other methods; record and L745@P8: display data using digital tools; L746@P8: interpret the data and L747@P8: communicate the results L748@P8: AC9M4ST03 L749@P8: • using surveys and L750@P8: digital tools to L751@P8: generate categorical L752@P8: or discrete numerical L753@P8: data L754@P8: Fluency L755@P8: • communicating L756@P8: findings from statistical L757@P8: investigations in L758@P8: context L759@P8: Reasoning L760@P8: • generating categorical L761@P8: or discrete numerical L762@P8: data in statistical L763@P8: investigations L764@P8: Problem-solving L765@P8: Students order L766@P8: events or the L767@P8: outcomes of chance L768@P8: experiments in terms L769@P8: of likelihood and L770@P8: identify whether L771@P8: events are L772@P8: independent or L773@P8: dependent. L774@P8: Probability L775@P8: • describe possible everyday L776@P8: events and the possible L777@P8: outcomes of chance L778@P8: experiments and order L779@P8: outcomes or events based on L780@P8: their likelihood of occurring; L781@P8: identify independent or L782@P8: dependent events AC9M4P01 L783@P8: • identifying whether L784@P8: events are L785@P8: independent or L786@P8: dependent L787@P8: Understanding L788@P8: • ordering events or the L789@P8: outcomes of chance L790@P8: experiments in terms L791@P8: of likelihood L792@P8-9: FluencyYear 4 standard elaborations — Australian Curriculum v9.0: L793@P9: Mathematics L794@P9: Queensland Curriculum & Assessment Authority L795@P9: April 2025 L796@P9: Page 10 of 11 L797@P9: Aspect of the L798@P9: achievement L799@P9: standard L800@P9: Related content L801@P9: description/s L802@P9: Examples of evidence Mathematical L803@P9: proficiencies L804@P9: They conduct L805@P9: repeated chance L806@P9: experiments and L807@P9: describe the L808@P9: variation in results. L809@P9: Probability L810@P9: • conduct repeated chance L811@P9: experiments to observe L812@P9: relationships between L813@P9: outcomes; identify and L814@P9: describe the variation in L815@P9: results AC9M4P02 L816@P9: • describing the L817@P9: variation in results L818@P9: from repeated chance L819@P9: experiments L820@P9: Understanding L821@P9: • conducting repeated L822@P9: chance experiments L823@P9-10: Problem-solvingYear 4 standard elaborations — Australian Curriculum v9.0: L824@P10: Mathematics L825@P10: Queensland Curriculum & Assessment Authority L826@P10: April 2025 L827@P10: Page 11 of 11 L828@P10: Table 2: Key terms used in Mathematics SEs L829@P10: Term Description L830@P10: Simple familiar In questions of this degree of difficulty, students respond to situations where: L831@P10: • relationships and interactions are obvious and have few elements; and L832@P10: • all of the information to solve the problem is identifiable, that is L833@P10: - the required procedure is clear from the way the problem is posed, or L834@P10: - in a context that has been a focus of prior learning. L835@P10: Students are not required to interpret, clarify and analyse problems to develop L836@P10: responses. L837@P10: Complex familiar In questions of this degree of difficulty, students respond to situations where: L838@P10: • relationships and interactions have a number of elements, such that L839@P10: connections are made with subject matter within and/or across the strands of L840@P10: mathematics; and L841@P10: • all of the information to solve the problem is identifiable, that is L842@P10: - the required procedure is clear from the way the problem is posed, or L843@P10: - in a context that has been a focus of prior learning. L844@P10: Some interpretation, clarification and analysis will be required to develop L845@P10: responses. L846@P10: Shifting the level of complexity may include making changes to the: L847@P10: • amount of scaffolding L848@P10: • number of steps required to solve the problem/situation L849@P10: • changes to increments, benchmarks or scales on axes L850@P10: • number of attributes considered. L851@P10: Complex unfamiliar In questions of this degree of difficulty, students respond to situations where: L852@P10: • relationships and interactions have a number of elements, such that L853@P10: connections are made with subject matter within and/or across the strands of L854@P10: mathematics; and L855@P10: • all the information to solve the problem is not immediately identifiable, that is L856@P10: - the required procedure is not clear from the way the problem is posed, and L857@P10: - in a context in which students have had limited prior experience. L858@P10: Students interpret, clarify and analyse problems to develop responses. L859@P10: Shifting the level of familiarity may include making changes to the: L860@P10: • context for application, e.g. financial, measurement, spatial or statistical L861@P10: • type of representation, e.g. physical, visual or symbolic L862@P10: • orientation of representation, e.g. horizontal or vertical L863@P10: • merge of subject matter/concepts from across different strands. L864@P10: © State of Queensland (QCAA) 2025 L865@P10: Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — L866@P10: lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution: (include the link): L867@P10: © State of Queensland (QCAA) 2025 L868@P10: Unless otherwise indicated material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY L869@P10: 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its L870@P10: copyright notice. #### Official url https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr4.pdf #### Pages 11 #### Read date brisbane 2026-10-13 #### Scope Complete parsed operative body read, no matrix image inspection or native PDF acquisition. ## National context All138 exact national records and1650 actual raw native slots are retained in data/NATIONAL.json, data/RAW.json and data/NATIVE-XML.json. Counts691present_value/959absent. Two decoded empty shared-string values remain present values. Full definitions in references/NATIONAL.html and RAW-NATIVE.html. Historical retained metadata/date is not a new download. ## Judgement Use actual taught opportunity, available work, support/exposure and the full year standard. A first/later label, completed page or note difference cannot establish independence, learning gain, code completion or A–E. Check local school curriculum and policy. ## Historical document Unchanged full written acquisition/annual context: ../proposal-origin/CURRICULUM-RIGHTS.md. Current rights/factual doors: ../references/SOURCE-NOTICE.html and ../references/FACTUAL-SOURCES.html.