Year 4 Maths Curriculum

Everything you need to know about the Year 4 maths curriculum.

Author
Robyn Oliver

Published
September 2025

Key Takeaways

Year 4 students need to be able to recall basic mathematical rules to help them solve more complex problems!
Children in Year 4 are not formally assessed in tests such as NAPLAN.
Maths teaches children ways to be flexible with their thinking! It teaches resilience and persistence.

Table of contents

A Year 4 child should now have a foundation of maths skills that they are using to scaffold their future learning. During their Year 4 maths lessons, children will be exploring more complex maths concepts. There is an expectation that Year 4 students will be able to recall basic mathematical rules to help them solve more complex problems! Maths isn’t just a skill that needs to be developed for schooling or a skill we only practice to pass exams; maths is a lifelong learning requirement.

Let’s take a look at the ways maths benefits a child:

Real Life Situations:

A Year 4 child will be able to apply their mathematical knowledge in real-life situations. Maths is used in everyday life, from cooking to understanding sports rules to budgeting their spending money.

Problem Solving:

Maths teaches children ways to be flexible with their thinking! It teaches resilience and persistence, which in turn support strong mental wellbeing.

Cognitive Memory:

Cognitive skills transfer over to lots of different areas of learning, and these skills are practiced and developed in maths as children acquire knowledge, manipulate information, and problem solve!

What’s Covered in the Year 4 Maths Curriculum?

The Year 4 maths Australian curriculum is made up of three strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. Each of these strands is further divided into multiple sub-strands.

In Year 4, your child will be introduced to the following sub-strands of the curriculum:

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Number

Children will learn how to:

Recognise place value to tenths and hundredths and convert these numbers to fractions or decimals. For example, 1 cube in a stack of ten = ⅟₁₀ or = 0.1.

Differentiate between odd and even numbers and use the properties of these numbers to help solve problems: “What’s the rule for an odd number + an odd number?” They equal an even number. “What’s the rule for an even number x an odd number?” They equal an even number.
Calculate and make connections between equivalent fractions, for example, ½ = ²⁄₄ = 4⁄8.
Count by fractions and locate and interpret these on a number line.

Connect the relationship between place value and multiplication. Multiplying by 10, 100, 1000 the digits move to the left. Dividing by 10, 100, 1000 the digits move to the right.
Understand how to use methods of technology to assist with mathematical problems, e.g., using a calculator.
Follow an algorithm or pattern to calculate equations and solve word problems.
Develop suitable tools and “rules” to assist with addition, subtraction, multiplication, and division (where there is no remainder). Developing suitable tools includes:
Knowing their multiplication facts up to 10 x 10 and using these to solve related division problems.
- Partitioning numbers to make calculations simpler.
- Rounding and adjusting numbers to simplify the calculation, and then adjusting the answer.
- Doubling and halving numbers.
- Using estimations and rounding to check the likelihood of correct calculations.

Algebra

Children will learn how to:

Find an unknown value in an addition or subtraction problem.
Recall multiplication and division rules to assist with solving larger problems without using a calculator.

Measurement

Children will learn how to:

Use forms of measurement to explore length, mass, capacity, and duration.
Recall rules and units for using measurement tools, for example, using a ruler with missing numbers.

Identify partial measurements, for example, measuring 1.5 cups.

Develop ways of measuring the perimeter and areas of shapes and spaces using informal measurements like steps and formal measurements such as meters.
Solve word problems that involve a start and finish time using an analogue and digital clock, and be able to convert between units of time, e.g., 60 minutes = 1 hour.
Learn the formal names for angles and how to recognise and compare these in shapes.

- Right angle
- Acute angle
- Obtuse angle
- Straight angle
- Reflex angle

Space (Geometry)

Children will learn how to:

Explore the concept of decomposition, breaking down a complex shape into simpler component shapes, and recomposition, connecting simpler shapes to create a new complex shape.
Create and interpret grid references, developing mapping skills.
Recognise lines of symmetry on shapes and create symmetrical patterns and shapes.

Statistics

Children will learn how to:

Gather and make use of data in a variety of ways, for example, using pictographs or column graphs. Year 4 students will be encouraged to use the data within the graphs to find a solution to a written problem.
Compare multiple pieces of data and solve problems such as “What is the difference between the number of students who ate strawberries in the morning and the number of students who ate apples?”.

Probability

Children will learn how to:

Predict the likelihood of written events happening, following the probability scale:
- Impossible: Will never happen.
- Unlikely: Probably won’t happen, but it could.
- Even chance: Just as likely to happen as it is not to happen.
- Likely: Probably will happen.
- Certain: Will definitely happen.
Estimate and carry out probability experiments.

Year 4 Maths Resources

Access Year 4 maths resources and more with DoodleMaths

How will my child be assessed?

Children in Year 4 are not formally assessed in tests such as NAPLAN. They will, however, be sitting NAPLAN in Year 5, and some schools may include practice tests in Year 4 to support children with that process. As there are no formal assessments, most schools will use a variety of in-class assessment methods, which they may combine with Australian-approved testing programs that focus on the Year 4 maths curriculum.

Informal Assessment Methods:

Children may be tested through end-of-topic assessments, which may be done by grading an independent piece of work or by sitting one-to-one with a child and testing them on key skills.
Children may be monitored through general observations, which may be made during independent work or group work. Teachers will be looking to see how a student uses their knowledge.
Teachers might also choose to ask questions during whole-group learning times. This is an opportunity for teachers to check a student’s understanding of a concept and may include questions such as “Why did you choose this method of working out?”.
Teachers often set quick end-of-lesson quizzes or recaps, which allow them to gather information on children who will need additional support and whether the class is ready to move on to the next topic.

Testing Programs:

Some schools choose to use testing programs such as PAT Testing. Progressive Achievement Tests (PAT) are not a formal requirement, and schools can choose if and when they deliver these assessments. If your child’s school chooses to partake in PAT tests, you will usually be informed before this takes place. PAT tests are a series of maths and literacy tests completed digitally, and results can be compared across Australia. This is a great method of identifying strengths and weaknesses in schools and programs, which can be adapted accordingly.

How can I help my child with maths at home?

Homework is often a battle; sometimes, a simple tweak to the environment can make a difference. Before asking your child to start their homework, check in and make sure they are comfortable and set up for success. Some children learn best by standing at tables! Some prefer to be seated at lapdesks! Do they have the correct tools they need? Pencils, pens, rulers, etc. Are there background distractions? Trying to focus on homework with busy siblings running around the house can cause frustration! Year 4 children are using so much of their mental energy to focus in a busy school environment all day, so check in and let them regulate before introducing more learning.

As well as the above tips, to truly help your child with maths at home, the number one priority is to build their confidence. When a child feels capable, they’re ready to learn! It’s important that children are exploring maths concepts that are suited to their current ability. This is the philosophy behind Doodle Learning. The Doodle Learning maths app is created by teachers and provides a personalised program that builds on your Year 4 child’s strengths. The program focuses on helping them build a solid foundation, which is essential before they can tackle more advanced problem-solving. A confident learner is a successful learner. Your child might not always get the answers right, but they will always be willing to try!

Lesson credits

Robyn Oliver

Robyn is a teacher, educational content creator, and mum to three. After completing a Bachelor of Childhood Studies and a Postgraduate Certificate in Early Childhood Education, she moved to Perth, WA, and has spent her career working in a range of early childhood services and schools. These days, she mixes relief teaching in local schools with creating practical, engaging resources and mentoring early childhood services. Her work is driven by a genuine passion for supporting children to grow and learn, and helping educators feel confident and inspired in what they do.

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Year 4 Maths Curriculum