Teaching pack · Year 4 Numberseegongsik /au
Efficient Strategies: a week of ready-to-teach maths
Five days of lessons for Year 4 Number. Print this pack and the week is prepared.
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
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: “Split into tens and ones”, “Round, then adjust”, “Multiply by parts”, “Divide with no remainder”, “Pick the strategy”.
seegongsik.com/au/y4/number/AC9M4N06
Aligned to Australian Curriculum V9 (AC9M4N06). 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 | Split into tens and ones | Practise the idea with talk, board and worksheet | Board: Split into tens and ones |
| 2 | Round, then adjust | Practise the idea with talk, board and worksheet | Board: Round, then adjust |
| 3 | Multiply by parts | Practise the idea with talk, board and worksheet | Board: Multiply by parts |
| 4 | Divide with no remainder | Practise the idea with talk, board and worksheet | Board: Divide with no remainder |
| 5 | Pick the strategy | Practise the idea with talk, board and worksheet | Board: Pick the strategy |
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 efficient strategies. Ask: What did you practise today?
seegongsik.com/au/y4/number/AC9M4N06/pack
Day 1 · Teacher planDay 1 of 5
Split into tens and ones
Children practise “Split into tens and ones” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain split into tens and ones 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 “Split into tens and ones”,
- 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 “Split into tens and ones”. 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 “Split into tens and ones” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N06
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 split into tens and ones.
Day 1 · Worksheet
Split into tens and ones
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
Round, then adjust
Children practise “Round, then adjust” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain round, then adjust 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 “Round, then adjust”,
- 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 “Round, then adjust”. 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 “Round, then adjust” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N06
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 round, then adjust.
Day 2 · Worksheet
Round, then adjust
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
Multiply by parts
Children practise “Multiply by parts” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiply by parts 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 “Multiply by parts”,
- 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 “Multiply by parts”. 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 “Multiply by parts” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N06
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 multiply by parts.
Day 3 · Worksheet
Multiply by parts
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
Divide with no remainder
Children practise “Divide with no remainder” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain divide with no remainder 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 “Divide with no remainder”,
- 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 “Divide with no remainder”. 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 “Divide with no remainder” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N06
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 divide with no remainder.
Day 4 · Worksheet
Divide with no remainder
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
Pick the strategy
Children practise “Pick the strategy” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain pick the strategy 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 “Pick the strategy”,
- 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 “Pick the strategy”. 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 “Pick the strategy” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N06
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 pick the strategy.
Day 5 · Worksheet
Pick the strategy
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 Efficient Strategies
Cut out. Hold up a card and give an example.
Split into tens and ones
Give an example.
Round, then adjust
Give an example.
Multiply by parts
Give an example.
Divide with no remainder
Give an example.
Pick the strategy
Give an example.
Store in an envelope labelled AC9M4N06.
Mini-check · End of week
Show what you know: Efficient Strategies
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 (efficient strategies) 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.