Teaching pack · Year 4 Algebraseegongsik /au
Multiplication and Division Facts: a week of ready-to-teach maths
Five days of lessons for Year 4 Algebra. Print this pack and the week is prepared.
AC9M4A02
recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “A fact as an array”, “Order does not matter”, “Related division facts”, “A times table\'s pattern”, “Extending to bigger numbers”.
seegongsik.com/au/y4/algebra/AC9M4A02
Aligned to Australian Curriculum V9 (AC9M4A02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A fact as an array | Practise the idea with talk, board and worksheet | Board: A fact as an array |
| 2 | Order does not matter | Practise the idea with talk, board and worksheet | Board: Order does not matter |
| 3 | Related division facts | Practise the idea with talk, board and worksheet | Board: Related division facts |
| 4 | A times table's pattern | Practise the idea with talk, board and worksheet | Board: A times table's pattern |
| 5 | Extending to bigger numbers | Practise the idea with talk, board and worksheet | Board: Extending to bigger numbers |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on multiplication and division facts. Ask: What did you practise today?
seegongsik.com/au/y4/algebra/AC9M4A02/pack
Day 1 · Teacher planDay 1 of 5
A fact as an array
Children practise “A fact as an array” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a fact as an array in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A fact as an array”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A fact as an array”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A fact as an array” on screen for the main block.
seegongsik.com/au/y4/algebra/AC9M4A02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a fact as an array.
Day 1 · Worksheet
A fact as an array
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Order does not matter
Children practise “Order does not matter” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain order does not matter in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Order does not matter”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Order does not matter”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Order does not matter” on screen for the main block.
seegongsik.com/au/y4/algebra/AC9M4A02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about order does not matter.
Day 2 · Worksheet
Order does not matter
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Related division facts
Children practise “Related division facts” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain related division facts in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Related division facts”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Related division facts”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Related division facts” on screen for the main block.
seegongsik.com/au/y4/algebra/AC9M4A02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about related division facts.
Day 3 · Worksheet
Related division facts
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
A times table\'s pattern
Children practise “A times table\'s pattern” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a times table\'s pattern in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A times table\'s pattern”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A times table\'s pattern”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A times table\'s pattern” on screen for the main block.
seegongsik.com/au/y4/algebra/AC9M4A02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a times table\'s pattern.
Day 4 · Worksheet
A times table\'s pattern
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Extending to bigger numbers
Children practise “Extending to bigger numbers” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain extending to bigger numbers in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Extending to bigger numbers”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Extending to bigger numbers”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Extending to bigger numbers” on screen for the main block.
seegongsik.com/au/y4/algebra/AC9M4A02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about extending to bigger numbers.
Day 5 · Worksheet
Extending to bigger numbers
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Multiplication and Division Facts
Cut out. Hold up a card and give an example.
A fact as an array
Give an example.
Order does not matter
Give an example.
Related division facts
Give an example.
A times table's pattern
Give an example.
Extending to bigger numbers
Give an example.
Store in an envelope labelled AC9M4A02.
Mini-check · End of week
Show what you know: Multiplication and Division Facts
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (multiplication and division facts) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.