What students learn in AC9M4N09
This unit helps students build a clear, usable understanding of Follow and create algorithms involving a sequence of steps and.... 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: 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.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
- 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: 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
- E1: creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, recognising that number sequences can be extended indefinitely
- E2: creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and record the sequence of numbers generated; checking results and describing any emerging patterns
- E3: using a multiplication formula in a spreadsheet and the “fill down” function to generate a sequence of numbers; for example, entering the number one in the cell A1, using “fill down” to cell A100, entering the formula “ = A1*4 “ in the cell B1 and using the “fill down” function to generate a sequence of 100 numbers; describing emerging patterns
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
AC9M4N09 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 | AC9M4N09 — 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 |
| 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 Follow and create algorithms involving a sequence of steps and... and related outcomes. |
| United States | Common Core / NGSS | Grade 4 Common Core Mathematics/ELA closest topic match for Follow and create algorithms involving a sequence of steps and.... |
| England / UK | National Curriculum | Key Stage 2 / Year 4: closest programme-of-study match for Follow and create algorithms involving a sequence of steps and.... |
| 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 Follow and create algorithms involving a sequence of steps and.... |
| India | NCERT / CBSE | Class 4 closest NCERT/CBSE topic match for Follow and create algorithms involving a sequence of steps and.... |