In Level 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond...
In Level 4, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Students further develop proficiency and positive dispositions towards mathematics and its use as they:
By the end of Level 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. Students use mathematical modelling to solve financial and other practical problems, formulating the problem using number sentences, solving the problem choosing efficient strategies and interpreting the results in terms of the situation. They use their proficiency with addition, subtraction, multiplication facts for tens (× 10) and related division facts to perform arithmetic operations to add and subtract, and multiply and divide numbers efficiently. They choose rounding and estimation strategies to determine whether results of calculations are reasonable. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations. Students count and represent familiar fractions on a number line.
Students find unknown values in numerical equations involving addition and subtraction. They follow and create algorithms that generate sets of numbers and identify emerging patterns.
Students use appropriate scaled instruments and appropriate units to measure length, mass, capacity and temperature. They measure and approximate perimeters and areas for regular and irregular shapes. They convert between units of time when solving problems involving duration. Students compare angles relative to a right angle using angle names.
Students represent and approximate shapes and objects from their environment. Students create and interpret grid references. They identify line and rotational symmetry in plane shapes and create symmetrical patterns.
Students create many-to-one data displays, assess the suitability of displays for representing data and informally discuss the shape of distributions and variation in data. They use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context.
Students order events or the outcomes of chance experiments in terms of likelihood and identify whether events are independent or dependent. They conduct repeated chance experiments and describe the variation in results.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
