In line with the SACSA Framework for Middle Years Mathematics and the R-7 SACSA Mathematics Teaching Resource.
An interactive CD is included with this book. The CD contains the text of the book, so that students can keep the CD at home and the book at school, to avoid carrying the book to and from school each day.
The CD also contains many ‘active icons’. Click on the ‘CD LINK’ icons to access:
The CD is an excellent resource for classroom demonstrations or individual study and revision. The CD also contains the text of the book – students can leave the textbook at school and keep the CD at home to save carrying a heavy textbook to and from school each day.
| 1 | ADDING AND SUBTRACTING | 7 | |
| A | Number systems | 7 | |
| B | Building numerals to 1000 | 8 | |
| C | Building numerals to 10 000 | 10 | |
| D | Place value | 11 | |
| E | Number facts to 50 | 13 | |
| F | Rounding numbers | 15 | |
| G | Estimation | 17 | |
| H | Addition | 17 | |
| I | Subtraction | 21 | |
| J | Word problems | 25 | |
| K | Working with 4-digit numbers | 26 | |
| 2 | 2-DIMENSIONAL SHAPES | 31 | |
| A | Angles | 31 | |
| B | Measuring and drawing angles | 34 | |
| C | Polygons | 38 | |
| D | Lines | 40 | |
| E | Circles | 43 | |
| F | Symmetry | 44 | |
| 3 | MULTIPLYING AND DIVIDING | 47 | |
| A | Multiplication tables | 47 | |
| B | Factors | 50 | |
| C | Multiples | 52 | |
| D | Multiplication by 10 and 100 | 53 | |
| E | Multiplication | 55 | |
| F | Division by 10 and 100 | 58 | |
| G | Division | 59 | |
| H | Using the symbol ÷ | 60 | |
| I | Division using base 10 blocks | 61 | |
| J | Estimation | 64 | |
| K | Using a calculator | 65 | |
| 4 | LOCATION AND POSITION | 66 | |
| A | Describing position | 66 | |
| B | Direction and location | 68 | |
| C | Drawing a plan | 70 | |
| D | Reading maps | 71 | |
| E | Finding points | 72 | |
| F | Coordinates | 73 | |
| 5 | FRACTIONS | 75 | |
| A | What is a fraction? | 75 | |
| B | Working with hundredths | 79 | |
| C | Modelling hundredths | 80 | |
| D | Equivalent fractions | 81 | |
| E | Mixed numbers | 83 | |
| F | Improper fractions | 83 | |
| G | Sequences | 84 | |
| 6 | DECIMALS | 86 | |
| A | Tenths as decimals | 86 | |
| B | Modelling tenths and hundredths | 88 | |
| C | Hundredths as decimals | 90 | |
| D | Decimals on a number line | 92 | |
| 7 | MONEY | 93 | |
| A | Money | 93 | |
| B | Adding and subtracting with money | 97 | |
| C | Calculating change | 99 | |
| D | Multiplying and dividing | 101 | |
| E | Rounding to the nearest 5 cents | 103 | |
| F | Using a calculator | 104 | |
| G | Budgets | 105 | |
| 8 | PATTERNS AND ALGEBRA | 107 | |
| A | Number patterns | 107 | |
| B | Other number patterns | 108 | |
| C | Finding missing numbers | 109 | |
| D | Number crunching machines (Extension) | 110 | |
| 9 | MEASUREMENT | 112 | |
| A | Length | 112 | |
| B | Perimeter | 115 | |
| C | Area | 116 | |
| D | Capacity | 118 | |
| E | Volume | 121 | |
| F | Mass | 122 | |
| 10 | TIME AND TEMPERATURE | 125 | |
| A | Telling the time | 125 | |
| B | Estimating time | 129 | |
| C | Using a calendar | 130 | |
| D | Timetables | 133 | |
| E | Time lines | 134 | |
| F | Temperature | 135 | |
| 11 | STATISTICS | 138 | |
| A | Collecting data | 138 | |
| B | Organising data | 139 | |
| C | Column and bar graphs | 140 | |
| D | Using technology to graph data | 142 | |
| E | Interpreting information | 143 | |
| F | Using graphs | 145 | |
| G | Predicting the future | 146 | |
| H | Line graphs | 147 | |
| I | Venn diagrams | 149 | |
| 12 | 3-DIMENSIONAL GEOMETRY | 151 | |
| A | Cross-sections of solids | 151 | |
| B | Special solids | 152 | |
| C | Faces, edges and vertices | 154 | |
| D | Views of special solids | 155 | |
| E | Nets | 156 | |
| F | Views from different directions | 157 | |
| 13 | CHANCE, DATA AND PROBABILITY | 159 | |
| A | Words describing chance | 159 | |
| B | Possible outcomes | 161 | |
| C | Probability by experiment | 162 | |
| 14 | TRANSFORMATIONS | 164 | |
| A | Transforming shapes | 164 | |
| B | Reflections | 165 | |
| C | Translations | 166 | |
| D | Rotations | 168 | |
| E | Congruent shapes | 171 | |
| F | Tessellating with regular polygons | 171 | |
| G | Enlarging and reducing | 173 | |
| ANSWERS | 175 | ||
| MENTAL SETS | 197 | ||
| How fast can you go? | 197 | ||
| Working with numbers | 199 | ||
| Conversion of units | 200 | ||
Mathematics for Year 4 presents a comprehensive and rigorous course in mathematics at Year 4 level. The book provides students with the structure and content to work efficiently at their own rate, with the help of worked examples, exercises, activities and answers, and the support of the interactive Student CD.
Chapters do not have to be addressed in the order in which they appear in the book. However, Numeracy chapters should be covered before Fractions and Decimals. Fractions, Decimals and Money should be addressed in that order. Measurement is reliant on the Decimals chapter.
The book and CD package can supplement classroom practice and give teachers time to explore other creative strategies, according to the needs of their students. It is not the Year 4 Mathematics Curriculum, nor does it proclaim to provide the most effective teaching program.
The contents of the chapters are closely aligned with the descriptors used in the R-7 SACSA Mathematics Teaching Resource for Primary Years. We hope that this will be a helpful guide for Year 4 teachers who may wish to use the book to support their teaching practice.
The interactive Student CD contains the text of the book. Students can leave the textbook at school and keep the CD at home, to save carrying a heavy textbook to and from school each day. But more than that, by clicking on the ‘active icons’ within the text, students can access a range of interactive features: graphing and geometry packages, video clips, computer demonstrations and simulations, and worksheets. Where possible, exercises that rely on students copying diagrams can be printed from the CD, with the diagrams already drawn.
In summary, the book offers structure and rigour, and the CD makes maths come alive. We have endeavoured to provide as broad a base of activity and learning styles as we can, but we also caution that no single book should be the sole resource for any classroom teacher.
We welcome your feedback.
Email: info@haeseandharris.com.au
Web: www.haeseandharris.com.au
