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What your child will learn in maths#

They will learn to use different methods to solve problems, including word problems and different types of tables, graphs and diagrams. Children will connect their understanding of whole numbers to fractions and decimals. They will also apply their maths skills to understand concepts like angles, perimeter and area, and explore patterns, shapes and data.

Having good mathematical skills and a positive view of themselves as maths learners will help your child in the future. They are important for solving problems and creative thinking. When talking to your child about maths, encourage them to use the vocabulary that they have been using in their maths classes.

Numbers#

Ideas to help at home

With your child, you could:

  • find and connect numbers when you’re travelling – distances on maps in relation to time to get there walking, by car or by public transport
  • count forwards and backwards (starting with numbers like 998, 999, 1,000, 1,001 and 1,002 – then back again)
  • cut sandwiches into halves, quarters and eights and compare the pieces (for example, 3/4 is the same as 6/8).

Your child is learning to:

  • work with larger numbers and use estimation by comparing numbers up to 10,000 and adding and subtracting 2 and 3-digit numbers. They’re also using rounding and words like ‘about’, ‘more or less’, and ‘close to’ to estimate and check their answers
  • multiply and divide building on their Year 3 multiplication facts (2-, 3-, 5-, and 10-times tables). Your child is learning the 4- and 6-times tables. They practise multiplication and division, like 23 x 5 or 44 ÷ 4, using methods such as the ‘family of facts’ (for example, 4 x 5 = 20, 20 ÷ 4 = 5)
  • begin learning about decimals and develop fraction ideas by connecting ideas about fractions to decimal numbers (for example, 3/10 is the same as 0.3) and adding numbers with 1 decimal place (for example, 1.3 + 0.2 = 1.5). They’re also learning to add simple fractions and find fractions of whole amounts (for example, "if you eat 1/5 of 40 strawberries, how many did you eat?")
  • work with money by making amounts of money using dollars and cents, calculating amounts with dollars and cents, and working out change using whole-dollar amounts.
Words your child will be learning

Words include:

  • addend
  • convert
  • decimal
  • decimal place
  • decimal point
  • improper fraction
  • mixed number
  • rename
  • scale
  • tenth.

Algebra#

Ideas to help at home

With your child, you could:

  • build block towers or make bead bracelets that use increasingly complicated patterns
  • create an obstacle course at home or a playground – for example, "hop to the swing, crawl to the slide, walk backwards to the monkey bars"
  • see patterns in the numbers in their times tables.

Your child is learning to:

  • use the equal sign by solving problems with missing numbers (for example, 5 × __ = 20 or __ ÷ 3 = 6)
  • recognise and describe patterns using words, tables and diagrams, and using these to make predictions about what will come next
  • develop algorithmic thinking by creating a sequence of instructions (for example, to draw a polygon or move through a maze), using digital tools or on paper.
Words your child will be learning

Words include:

  • conjecture  
  • relationship. 

Measurement#

Ideas to help at home

With your child, you could:

  • co-operate at the supermarket and choose items to weigh – how many apples or bananas weigh a kilo?
  • look for the best buy between different brands of the same items – for example, blocks of cheese
  • check the amount of sugar or salt per serving
  • tell the time.

Your child is learning to:

  • Use measurement units to describe, estimate and measure length (metre, centimetre), weight (kilograms, grams), capacity (litres), and time (hours, minutes). They will use what they know about measurement to explore the relationships between units, like how many centimetres are in a metre. Children will also measure the perimeter of a familiar shape using metres or centimetres and develop their ideas about area using squares and volume using cubes.
  • Begin learning about angles by investigating angles around them and connecting these ideas with turning and degrees as the unit of measurement. They are learning to compare angles and look for angles inside shapes.
  • Tell the time on an analogue clock to the nearest 5 minutes, using the language of ‘minutes past the hour’ and ‘to the hour’.
Words your child will be learning

Words include:

  • angle
  • benchmark
  • degree
  • kilogram
  • minutes past, minutes to.

Geometry#

Ideas to help at home

With your child, you could:

  • look for shapes and numbers in newspapers, magazines, junk mail and art, like carvings and sculptures
  • make origami, or fold and cut paper snowflakes and talk about the designs you have made
  • make a treasure hunt – draw a map or write several clues to give directions to a hidden treasure.

Your child is learning to:

  • Describe polygons – (shapes with straight sides), including whether they have line symmetry (fold the shape and both halves will match exactly) and rotational symmetry (the shape will look the same after being turned).
  • Describe 3D shapes – by finding the 2D shapes that make them (for example, a triangular prism is made from 2 triangles and 3 rectangles).
  • Transform shapes – by reflecting (flip), rotating (turn) and translating (slide).
  • Use maps and give directions – by using grid references (the letters and numbers that identify the columns and rows on a map) and following and describing pathways, including using half and quarter turns and describing distances travelled.
Words your child will be learning

Words include:

  • grid reference
  • rotational symmetry.

Statistics#

Ideas to help at home

With your child, you could:

  • measure your child's height monthly and plot the measurements on a simple line graph to visualise growth over time.

Your child is learning to carry out a statistical investigation by:

  • posing a question they can answer by collecting and counting information for example – "how many skips can we do in 30 seconds?"
  • collecting and presenting the data using bar charts and dot plots
  • describing what their graphs show and making statements about the results – they also compare their findings to their original predictions and what they already know
  • developing statistical literacy by checking to see if graphs make sense and clearly show the information.
Words your child will be learning

  • analysis
  • assertion
  • investigative question
  • conclusion.

Probability#

Ideas to help at home

With your child, you could:

  • roll dice and track which numbers appear most often, introducing the concept of probability
  • talk about events that are 'likely to happen', 'not likely to happen' or 'equally likely to happen', like the weather
  • play card games such as ‘Happy Families’ and talk about how likely it is that we will get the card we want.

Your child is learning to take part in a probability investigation by:

  • Investigating chance by coming up with a question to investigate. For example, "what is the chance of flipping heads on a coin?" In Year 4, children will be looking at situations that have equally likely outcomes, like rolling a die, or flipping a coin, and predicting what might happen before testing it.
  • Collecting and recording data by doing experiments and showing their results using tallies, bar charts or dot plots.
  • Comparing results and probabilities by discussing what they found out after their experiments and comparing their results with others.
Words your child will be learning

Words include:

  • chance-based investigation
  • equally likely outcome
  • probability experiment.

Resource#

pdf thumbnailMaths at home - Year 4 NZ Curriculum
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