All Lessons

(F) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

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

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.

(B) Determine products of a number and 10 or 100 using properties of operations and place value understandings

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(A) Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left

(Y3) Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

(H) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

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

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.

(C) Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

(Y4) Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.

(C) Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.

(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(C) Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =

(Y4) Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

(E) Extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0.

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.

4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

(H) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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

(Y5) Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

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

(Y5) Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

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

(Y5) Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

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.

(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.

(I) Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

(Y7) Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

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?