What students learn in AC9M4N06
This unit helps students build a clear, usable understanding of Develop efficient strategies and use appropriate digital tools for solving.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 \times 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 \times 18 = 180 and halve 180 is 90; applying the associative property of multiplication, where 5 \times18 becomes 5 \times 2 \times 9, then 5 \times 2 \times 9 = 10 \times 9 = 90 so that 5 \times 18 = 90
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
- E1: using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate
- E2: using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 \times 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 \times 18 = 180 and halve 180 is 90; applying the associative property of multiplication, where 5 \times18 becomes 5 \times 2 \times 9, then 5 \times 2 \times 9 = 10 \times 9 = 90 so that 5 \times 18 = 90
- E3: using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence
- E4: using materials or a diagram to solve a multiplication or division problem, by writing a number sentence, and explaining what each of the numbers within the number sentence refers to
- E5: representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation
- E6: using place value partitioning, basic facts and an area or region to represent and solve multiplication problems, such as 16 \times 4, thinking 10 \times 4 and 6 \times 4, 40 + 24 = 64 or a double, double strategy where double 16 is 32, double this is 64, so 16 \times 4 is 64
- E7: using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M4N06 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M4N06 — develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder |
| Victoria | Victorian Curriculum F-10 | Year 4 Maths: closest match in Number. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 2 Maths: closest content focus for Develop efficient strategies and use appropriate digital tools for solving... and related outcomes. |
| United States | Common Core / NGSS | Grade 4 Common Core Mathematics/ELA closest topic match for Develop efficient strategies and use appropriate digital tools for solving.... |
| England / UK | National Curriculum | Key Stage 2 / Year 4: closest programme-of-study match for Develop efficient strategies and use appropriate digital tools for solving.... |
| Canada | Provincial and territory curricula | Grade 4 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 2 Maths: closest achievement-objective topic for Develop efficient strategies and use appropriate digital tools for solving.... |
| India | NCERT / CBSE | Class 4 closest NCERT/CBSE topic match for Develop efficient strategies and use appropriate digital tools for solving.... |