Teaching pack · Year 4 Numberseegongsik /au
Number Algorithms: a week of ready-to-teach maths
Five days of lessons for Year 4 Number. Print this pack and the week is prepared.
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
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: “Following an algorithm”, “An adding rule”, “A multiplying rule”, “A decision in the steps”, “Spot the pattern”.
seegongsik.com/au/y4/number/AC9M4N09
Aligned to Australian Curriculum V9 (AC9M4N09). 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 | Following an algorithm | Practise the idea with talk, board and worksheet | Board: Following an algorithm |
| 2 | An adding rule | Practise the idea with talk, board and worksheet | Board: An adding rule |
| 3 | A multiplying rule | Practise the idea with talk, board and worksheet | Board: A multiplying rule |
| 4 | A decision in the steps | Practise the idea with talk, board and worksheet | Board: A decision in the steps |
| 5 | Spot the pattern | Practise the idea with talk, board and worksheet | Board: Spot the pattern |
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 number algorithms. Ask: What did you practise today?
seegongsik.com/au/y4/number/AC9M4N09/pack
Day 1 · Teacher planDay 1 of 5
Following an algorithm
Children practise “Following an algorithm” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain following an algorithm 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 “Following an algorithm”,
- 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 “Following an algorithm”. 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 “Following an algorithm” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N09
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 following an algorithm.
Day 1 · Worksheet
Following an algorithm
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
An adding rule
Children practise “An adding rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain an adding rule 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 “An adding rule”,
- 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 “An adding rule”. 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 “An adding rule” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N09
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 an adding rule.
Day 2 · Worksheet
An adding rule
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
A multiplying rule
Children practise “A multiplying rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a multiplying rule 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 multiplying rule”,
- 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 multiplying rule”. 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 multiplying rule” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N09
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 multiplying rule.
Day 3 · Worksheet
A multiplying rule
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 decision in the steps
Children practise “A decision in the steps” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a decision in the steps 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 decision in the steps”,
- 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 decision in the steps”. 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 decision in the steps” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N09
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 decision in the steps.
Day 4 · Worksheet
A decision in the steps
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
Spot the pattern
Children practise “Spot the pattern” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain spot the 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 “Spot the 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 “Spot the 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 “Spot the pattern” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N09
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 spot the pattern.
Day 5 · Worksheet
Spot the 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 □
Cut-out cardsReuse all week
Talk cards for Number Algorithms
Cut out. Hold up a card and give an example.
Following an algorithm
Give an example.
An adding rule
Give an example.
A multiplying rule
Give an example.
A decision in the steps
Give an example.
Spot the pattern
Give an example.
Store in an envelope labelled AC9M4N09.
Mini-check · End of week
Show what you know: Number Algorithms
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 (number algorithms) 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.