# YEAR 4 MATHS FOCUS

## NUMBERS AND ALGEBRA

Patterns & Algebra

Learning Experiences

Patterns & Algebra

## PATTERNS & ALGEBRA

OUTCOME

A student:

MA2-8NA: generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values

TEACHING POINTS | In Stage 2, the investigation of odd and even numbers leads to understanding what happens to numbers when they are added together or multiplied together. For example, ‘An odd number added to an even number always results in an odd number’, ‘An even number multiplied by an even number always results in an even number’. |

LANGUAGE | Students should be able to communicate using the following language: pattern, term, missing number, odd, even, number sentence, is the same as, equals. |

## Expectations of Attainment

Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083) | complete number sentences involving addition and subtraction by calculating missing numbers, e.g. find the missing numbers: □+55=83, □−15=19 |

– use inverse operations to complete number sentences (Problem Solving)Critical and creative thinking | |

– justify solutions when completing number sentences (Communicating, Reasoning) | |

find the missing number in a number sentence involving operations of addition or subtraction on both sides of the equals sign, eg 8+□=6+7 |

Investigate and use the properties of even and odd numbers (ACMNA071) | investigate and generalise the result of adding, subtracting and multiplying pairs of even numbers, pairs of odd numbers, or one even and one odd number, eg even + odd = odd, odd × odd = odd |

– explain why the result of a calculation is even or odd with reference to the properties of the numbers used in the calculation (Communicating, Reasoning) | |

– predict whether the answer to a calculation will be even or odd by using the properties of the numbers in the calculation (Reasoning) |

Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 (ACMNA074) | generate number patterns using multiples of 3, 4, 6, 7, 8 and 9, eg 3, 6, 9, 12, … |

– investigate visual number patterns on a number chart (Problem Solving) |

Explore and describe number patterns resulting from performing multiplication (ACMNA081) | use the word ‘term’ when referring to numbers in a number pattern |

– describe the position of each term in a given number pattern, eg ‘The first term is 6’ (Communicating) | |

find a higher term in a number pattern resulting from performing multiplication, given the first few terms, eg determine the next term in the pattern 4, 8, 16, 32, 64, … | |

– describe how the next term in a number pattern is calculated, eg ‘Each term in the pattern is double the previous term’ (Communicating) |

Learning Experiences

To be added