All Lessons

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

(J) Determine a quotient using the relationship between multiplication and division

(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

(C) Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

(Y2) Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

(Y5) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

4.NF.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

(G) Relate decimals to fractions that name tenths and hundredths

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

(C) Determine if two given fractions are equivalent using a variety of methods

(Y4) Investigate equivalent fractions used in contexts (ACMNA077)

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

4.NF.4.C Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

4.NF.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

(C) Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

(D) Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

(D) Use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

(C) Apply knowledge of right angles to identify acute, right, and obtuse triangles

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.