Teaching pack · Year 4 Numberseegongsik /au
Mathematical Modelling: a week of ready-to-teach maths
Five days of lessons for Year 4 Number. Print this pack and the week is prepared.
AC9M4N08
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
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: “From real life to maths”, “Formulate a number sentence”, “Additive situations”, “Multiplicative situations”, “Interpret the answer”.
seegongsik.com/au/y4/number/AC9M4N08
Aligned to Australian Curriculum V9 (AC9M4N08). 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 | From real life to maths | Practise the idea with talk, board and worksheet | Board: From real life to maths |
| 2 | Formulate a number sentence | Practise the idea with talk, board and worksheet | Board: Formulate a number sentence |
| 3 | Additive situations | Practise the idea with talk, board and worksheet | Board: Additive situations |
| 4 | Multiplicative situations | Practise the idea with talk, board and worksheet | Board: Multiplicative situations |
| 5 | Interpret the answer | Practise the idea with talk, board and worksheet | Board: Interpret the answer |
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 mathematical modelling. Ask: What did you practise today?
seegongsik.com/au/y4/number/AC9M4N08/pack
Day 1 · Teacher planDay 1 of 5
From real life to maths
Children practise “From real life to maths” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from real life to maths 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 “From real life to maths”,
- 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 “From real life to maths”. 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 “From real life to maths” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N08
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 from real life to maths.
Day 1 · Worksheet
From real life to maths
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
Formulate a number sentence
Children practise “Formulate a number sentence” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain formulate a number sentence 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 “Formulate a number sentence”,
- 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 “Formulate a number sentence”. 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 “Formulate a number sentence” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N08
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 formulate a number sentence.
Day 2 · Worksheet
Formulate a number sentence
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
Additive situations
Children practise “Additive situations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain additive situations 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 “Additive situations”,
- 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 “Additive situations”. 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 “Additive situations” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N08
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 additive situations.
Day 3 · Worksheet
Additive situations
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
Multiplicative situations
Children practise “Multiplicative situations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplicative situations 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 “Multiplicative situations”,
- 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 “Multiplicative situations”. 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 “Multiplicative situations” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N08
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 multiplicative situations.
Day 4 · Worksheet
Multiplicative situations
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
Interpret the answer
Children practise “Interpret the answer” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpret the answer 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 “Interpret the answer”,
- 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 “Interpret the answer”. 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 “Interpret the answer” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N08
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 interpret the answer.
Day 5 · Worksheet
Interpret the answer
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 Mathematical Modelling
Cut out. Hold up a card and give an example.
From real life to maths
Give an example.
Formulate a number sentence
Give an example.
Additive situations
Give an example.
Multiplicative situations
Give an example.
Interpret the answer
Give an example.
Store in an envelope labelled AC9M4N08.
Mini-check · End of week
Show what you know: Mathematical Modelling
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 (mathematical modelling) 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.