Year 4 practice, mapped to the Australian Curriculum.

Tenths, hundredths and equivalent fractions

Year 4 · 6 questions

Decimals to hundredths, equal fractions and counting by quarters.

For parents: By the end of Year 4, your child should be able to read and write tenths and hundredths as decimals, find equivalent fractions, and count by fractions on a number line.

• AC9M4N01recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
• AC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
• AC9M4N04count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines

Perimeter, area, time and angles

Year 4 · 6 questions

Fence a veggie garden, time a bus trip and name angles.

For parents: By the end of Year 4, your child should be able to measure perimeter and area, work out how long something takes including am and pm, and name types of angles.

• AC9M4M02recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units
• AC9M4M03solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time
• AC9M4M04estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

Tens, hundreds, odds and evens

Year 4 · 6 questions

Multiply and divide by 10 and 100, use odd and even, and follow number rules.

For parents: By the end of Year 4, your child should be able to multiply and divide by 10 and 100, know times tables to 10 x 10, and use odd and even numbers and number rules.

• AC9M4N05solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
• AC9M4N02explain and use the properties of odd and even numbers
• AC9M4N09follow 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
• AC9M4A02recall 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

Picture graphs, chance and grids

Year 4 · 6 questions

Read a picture graph, order chances, use grid references and find lines of symmetry.

For parents: By the end of Year 4, your child should be able to read picture graphs, order events by how likely they are, use grid references, and find lines of symmetry.

• AC9M4ST01acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
• AC9M4P01describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events
• AC9M4P02conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results
• AC9M4SP02create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
• AC9M4SP03recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometric software where appropriate

Fractions

For Years 3–6 · 6 questions

Share pizzas, lamingtons and kangaroos into equal parts.

For parents: Across Years 3 to 6, your child learns to name unit fractions, find equivalent fractions, and compare and order fractions.

• AC9M3N02recognise and represent unit fractions including
• AC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
• AC9M5N03compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

Multiplication

For Years 2–5 · 6 questions

Equal groups, arrays and times tables, with lamingtons and footy tickets.

For parents: Across Years 2 to 5, your child learns to multiply using equal groups and arrays, and recall times tables with their related division facts.

• AC9M2N05multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• AC9M4A02recall 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

Place value

For Years 2–4 · 6 questions

Ones, tens, hundreds and thousands: what each digit is really worth.

For parents: Across Years 2 to 4, your child learns to say what each digit in a number is worth, and split and regroup numbers in different ways.

• AC9M2N02partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
• AC9M3N01recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

Time

For Years 1–4 · 6 questions

O’clock, half past, am and pm, and working out how long things take.

For parents: Across Years 1 to 4, your child learns to read the time on analog and digital clocks, and work out how long things take, including am and pm.

• AC9M2M04recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
• AC9M3M04describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute
• AC9M4M03solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Money

For Years 1–4 · 6 questions

Australian coins and notes, adding up, and working out change.

For parents: Across Years 1 to 4, your child learns to recognise Australian coins and notes, add up amounts, and work out change.

• AC9M1N05use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
• AC9M2N06use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
• AC9M3M06recognise the relationships between dollars and cents and represent money values in different ways

Conjunctions, connectives and paragraphs

Year 4 · 6 questions

Join ideas with the right words and organise writing into paragraphs.

For parents: By the end of Year 4, your child should be able to join ideas with words like because and although, use linking words to order ideas, and organise writing into paragraphs.

• AC9E4LA06understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
• AC9E4LA04identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
• AC9E4LA03identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

Tension, imagery and word play

Year 4 · 6 questions

Race for the last ferry and spot how the writer builds tension and plays with words.

For parents: By the end of Year 4, your child should be able to explain how a writer builds tension and character, and notice word play and imagery in poems.

• AC9E4LE03discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
• AC9E4LE04examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning
• AC9E4LE02describe the effects of text structures and language features in literary texts when responding to and sharing opinions

Reading information and homophones

Year 4 · 6 questions

Read about bilbies, find key information and choose the right homophone.

For parents: By the end of Year 4, your child should be able to find and summarise the key information in a text, and choose the right homophone from the sentence around it.

• AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
• AC9E4LY11read and write high-frequency words including homophones and know how to use context to identify correct spelling
• AC9E4LY03identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Punctuation

For Years 2–5 · 6 questions

Capitals, full stops, commas and apostrophes help readers understand you.

For parents: Across Years 2 to 5, your child learns to use capitals, full stops, commas, apostrophes and speech marks so readers can follow their writing.

• AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists
• AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
• AC9E4LA12understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

Spelling patterns

For Years 1–4 · 6 questions

Sound patterns, tricky endings and rules that help you spell new words.

For parents: Across Years 1 to 4, your child learns to spell words using sound patterns, word parts and spelling rules, including tricky endings.

• AC9E1LY13spell one- and two-syllable words with common letter patterns
• AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
• AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

Reading comprehension

For Years 3–6 · 6 questions

Read a short story, find the clues and work out what the writer means.

For parents: Across Years 3 to 6, your child learns to find information in a text, read between the lines, and explain what the writer means.

• AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
• AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
• AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

Food chains, forces and materials

Year 4 · 6 questions

Who eats whom, why clouds form, and how magnets, friction and materials do their jobs.

For parents: By the end of Year 4, your child should be able to describe food chains and the water cycle, how forces like friction and magnetism act, and why materials suit their jobs.

• AC9S4U01explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
• AC9S4U02identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation
• AC9S4U03identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects
• AC9S4U04examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use

Water on Earth and checking results

Year 4 · 6 questions

Where Earth’s water is, rain gauges, rainwater tanks and why scientists repeat tests.

For parents: By the end of Year 4, your child should be able to describe where Earth’s water is, take and record measurements, and explain why tests are repeated.

• AC9S4U02identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation
• AC9S4H02consider how people use scientific explanations to meet a need or solve a problem
• AC9S4I03follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
• AC9S4I05compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

States of matter

For Years 3–6 · 6 questions

Solids, liquids and gases, and how heating and cooling change them.

For parents: Across Years 3 to 6, your child learns to describe solids, liquids and gases, and how heating and cooling change them.

• AC9S3U04investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state
• AC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles

Earth and space

For Years 3–6 · 6 questions

Day and night, the Moon’s changing shape, and the planets of our solar system.

For parents: Across Years 3 to 6, your child learns to explain day and night, the moon’s changing shape, and the planets of our solar system.

• AC9S6U02describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length

First Nations, the First Fleet and laws

Year 4 · 6 questions

The diversity of First Nations Australians, 1788, rules and laws, councils and resources.

For parents: By the end of Year 4, your child should be able to describe First Nations Australians’ connection to Country/Place, the effects of the First Fleet, and the difference between rules and laws.

• AC9HS4K01the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place
• AC9HS4K04the effects of contact with other people on First Nations Australians and their Countries/Places following the arrival of the First Fleet and how this was viewed by First Nations Australians as an invasion
• AC9HS4K06sustainable use and management of renewable and non-renewable resources, including the custodial responsibility First Nations Australians have for Country/Place
• AC9HS4K07the differences between “rules” and “laws”, why laws are important and how they affect the lives of people
• AC9HS4K08the roles of local government and how members of the community use and contribute to local services

Maps and places

For Years 2–5 · 6 questions

Compass points, map keys, scale and the capital cities of Australia.

For parents: Across Years 2 to 5, your child learns to use compass points, map keys and scale, and find Australia’s states, territories and capital cities.

• AC9HS2S02collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
• AC9HS3S02locate, collect and record information and data from a range of sources, including annotated timelines and maps
• AC9HS3K03the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries

Mistakes help us grow

For Years 3–6 · 6 questions

Learn from mistakes, try new strategies and talk to yourself kindly.

For parents: Across Years 3 to 6, your child learns to treat mistakes as a way to learn, try a new strategy, and talk to themselves kindly.

A general-capabilities set (no content-description codes).

Feelings and staying calm

For Years 2–6 · 6 questions

Notice your feelings, find ways to calm down and know who can help.

For parents: Across Years 2 to 6, your child learns to notice their feelings, use a few ways to calm down, and know who they can talk to.

A general-capabilities set (no content-description codes).

Key words and simple notes

For Years 3–4 · 6 questions

Find key words, ask questions as you read and write short notes.

For parents: Across Years 3 to 4, your child learns to pick out key words, ask questions while reading, and write short notes.

A general-capabilities set (no content-description codes).