YEAR 4 · NSW STAGE 2

Mathematics

A little practice. A world of possibilities.

YOUR STUDY YEAR

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

FoundationDepthEnrichment8 sections · Your supplied curriculum

About Year 4 Maths and the teaching plan

The national Year 4 reference includes fact fluency to 10 × 10, efficient operations, parity, fraction equivalence, decimal tenths/hundredths, mixed numerals, estimation, scaled measurement, area/perimeter, duration, angle classification, grids, symmetry, scaled data displays and qualitative independence/dependence in chance. Illustrative anchors: AC9M4A02, AC9M4N03, AC9M4N04, AC9M4M01, AC9M4SP03 and AC9M4P01. Entry check: look for meaningful multiplication/division, unit fractions, metric benchmarks and a representation for word problems. Programme destination: connect topics and solve unfamiliar multi-step tasks with reliable calculation and organised reasoning. Optional opportunity-class preparation should not replace the broader curriculum.

F = Foundation; D = Depth; E = Enrichment. These are this programme’s teaching labels, not official NSW outcome classifications. NSW stages span two years; an E label does not remove school-required content. Use explanations and transfer as well as test scores to judge readiness.

Term / weeks	Teaching focus	Evidence to look for
T1 / 1–2	1: diagnostic and fact families. 2: remaining facts to 10 × 10.	Derive and then recall connected facts.
T1 / 3–4	3: multiplication strategies. 4: division and inverse checks.	Explain a written or mental method.
T1 / 5–6	5: place-value scaling. 6: parity and estimation.	Rule out an impossible answer.
T1 / 7–8	7: additive equations. 8: mixed multi-step modelling.	Write a valid representation before calculating.
T1 / 9–10	9: financial choices. 10: cumulative checkpoint.	Compare options on a consistent basis.
T2 / 1–2	1: fraction equivalence. 2: fraction steps beyond one.	Locate and rename a mixed numeral.
T2 / 3–4	3: decimal tenths. 4: hundredths and comparison.	Justify decimal order.
T2 / 5–6	5: fraction-decimal links. 6: deeper fraction problems.	Explain the common whole or unit.
T2 / 7–8	7: read unlabelled scales. 8: measurement estimates.	Derive one scale interval accurately.
T2 / 9–10	9: perimeter versus area. 10: design investigation.	Compare shapes with a fixed constraint.
T3 / 1–2	1: duration and am/pm. 2: time-unit problems.	Use a timeline rather than clock-digit subtraction.
T3 / 3–4	3: angle names. 4: grid references and routes.	Explain the reference point and orientation.
T3 / 5–6	5: line symmetry. 6: rotational symmetry and views.	Test a transformation on the whole shape.
T3 / 7–8	7: scaled displays. 8: investigation and critique.	Read the key and assess a claim.
T3 / 9–10	9: chance/dependence. 10: cumulative checkpoint.	Explain whether conditions changed.
T4 / 1–2	1: algorithms. 2: growing-pattern structure.	Link a numerical rule to a diagram.
T4 / 3–4	3: systematic counting. 4: optional guarantees.	Demonstrate completeness or necessity.
T4 / 5–6	5: cube layers and optional nets. 6: mixed constraints.	Account for hidden components.
T4 / 7–8	7: garden/event design. 8: explain and revise a solution.	Defend a choice under several conditions.
T4 / 9–10	9: final checkpoint. 10: targeted repair and enrichment.	Confirm fraction and fact prerequisites for Year 5.

Term / weeks

Teaching focus

Evidence to look for

T1 / 1–2

1: diagnostic and fact families. 2: remaining facts to 10 × 10.

Derive and then recall connected facts.

T1 / 3–4

3: multiplication strategies. 4: division and inverse checks.

Explain a written or mental method.

T1 / 5–6

5: place-value scaling. 6: parity and estimation.

Rule out an impossible answer.

T1 / 7–8

7: additive equations. 8: mixed multi-step modelling.

Write a valid representation before calculating.

T1 / 9–10

9: financial choices. 10: cumulative checkpoint.

Compare options on a consistent basis.

T2 / 1–2

1: fraction equivalence. 2: fraction steps beyond one.

Locate and rename a mixed numeral.

T2 / 3–4

3: decimal tenths. 4: hundredths and comparison.

Justify decimal order.

T2 / 5–6

5: fraction-decimal links. 6: deeper fraction problems.

Explain the common whole or unit.

T2 / 7–8

7: read unlabelled scales. 8: measurement estimates.

Derive one scale interval accurately.

T2 / 9–10

9: perimeter versus area. 10: design investigation.

Compare shapes with a fixed constraint.

T3 / 1–2

1: duration and am/pm. 2: time-unit problems.

Use a timeline rather than clock-digit subtraction.

T3 / 3–4

3: angle names. 4: grid references and routes.

Explain the reference point and orientation.

T3 / 5–6

5: line symmetry. 6: rotational symmetry and views.

Test a transformation on the whole shape.

T3 / 7–8

7: scaled displays. 8: investigation and critique.

Read the key and assess a claim.

T3 / 9–10

9: chance/dependence. 10: cumulative checkpoint.

Explain whether conditions changed.

T4 / 1–2

1: algorithms. 2: growing-pattern structure.

Link a numerical rule to a diagram.

T4 / 3–4

3: systematic counting. 4: optional guarantees.

Demonstrate completeness or necessity.

T4 / 5–6

5: cube layers and optional nets. 6: mixed constraints.

Account for hidden components.

T4 / 7–8

7: garden/event design. 8: explain and revise a solution.

Defend a choice under several conditions.

T4 / 9–10

9: final checkpoint. 10: targeted repair and enrichment.

Confirm fraction and fact prerequisites for Year 5.

Mathematics

Suggested 40-week sequence

Whole-number fluency and number structure

Fractions, mixed numbers and decimals

Equations, growing patterns and algorithms

Measurement, time and financial decisions

Geometry, grids and spatial visualisation

Scaled data and investigations

Probability and dependence

Systematic counting, invariants and guarantees