Geometry and Number Review

Overview

This supported end-of-term checkpoint revisits learning from the unit Year 4 Maths Across Aotearoa: shape properties, symmetry, pathways, place value, rounding, operations, multiplication, division and tenths. Learners demonstrate what they know through short written tasks, drawings, manipulatives and oral explanation, with a focus on mathematical reasoning rather than speed.

Learning intentions

• WALT identify and describe properties of familiar 2D shapes, symmetry and pathways.
• WALT use place value, rounding and efficient strategies to solve number problems.
• WALT represent multiplication, division and tenths in more than one way.
• WALT explain a mathematical strategy using words, drawings or materials.

Success criteria

• I can complete at least three checkpoint items carefully.
• I can show my thinking with a drawing, materials, number sentence or explanation.
• I can explain one strategy to my teacher or a partner.
• I can create and solve a similar two-step problem if I am ready.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: connected review tasks aligned with familiar mathematical learning.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: opportunities to reason, explain and extend solutions.
• Te Mātaiaho mathematics emphasis: communicating mathematical thinking, using representations and applying knowledge in meaningful problem-solving contexts.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and readiness. Teacher explains that this is a checkpoint for showing learning, not a race, and displays the task choices using the welcome and checkpoint overview slides. Students collect pencils and materials, listen to the “Must Do, Can Do, Try” expectations, and choose a quiet workspace if needed.

2. 7–12 min · Warm-up recall. Teacher shows three quick prompts on the visual warm-up slides: name a shape property, show a line of symmetry, and represent four tenths. Students think, draw or use materials, then share one response with a partner. Clarify that (4/10=0.4), and invite learners to explain why.

3. 12–35 min · Must Do checkpoint. Teacher distributes the supported end-of-term checkpoint and reads each short section aloud, pausing to check understanding without supplying answers. Students complete at least three items, selecting from geometry and number tasks: describe or sort shapes, draw symmetry, follow or create a pathway, partition 6,482, round numbers, solve operations, model multiplication or division, and represent tenths. Encourage manipulatives, drawings and oral conferencing; provide extra time and a quiet space.

4. 35–45 min · Strategy conference. Teacher pauses the class and models how an answer can be shown in different ways, using the worked-strategy discussion slides. Discuss examples such as (6,482=6,000+400+80+2), (3,275+1,846=5,121), and (4,000-1,768=2,232). Students compare one completed answer with a partner, identify the strategy used, and explain or improve their representation.

5. 45–54 min · Can Do and Try. Teacher conferences with learners who need support and offers the optional prompts on the strategy explanation and two-step challenge section. Students explain one strategy using words, a diagram or materials. Learners who are ready create and solve a similar two-step problem, such as combining an addition and subtraction situation, then check whether their answer is reasonable.

6. 54–60 min · Share and reflect. Teacher uses the reflection and exit prompt slides to invite two or three learners to share different representations, affirming effort and clear reasoning. Students complete the worksheet reflection: “One strategy I can explain is…”, identify one topic they feel confident about, and name one topic for further practice before handing in their work.

Resources

• the complete checkpoint slide deck
• the supported end-of-term checkpoint
• Place-value charts and arrow cards
• Base-ten blocks or place-value discs
• Counters, arrays and sharing materials
• Fraction strips or tenths grids
• Pencils, rulers and coloured pencils
• Quiet workspace, headphones or privacy folders
• Teacher conference recording sheet

Assessment

• Observe whether learners select suitable representations and accurately use mathematical vocabulary while circulating during the Must Do tasks.
• Record brief notes from oral conferences, especially explanations of place value, operation strategies, multiplication/division models and tenths.
• Use the completed checkpoint and reflection to identify secure learning, misconceptions and priorities for the next unit; accept equivalent correct representations and strategies.

Differentiation

• Support learners by reading questions aloud, highlighting key information, reducing visual clutter, providing number lines or place-value charts, and allowing answers through drawing, materials or oral explanation.
• Use counters, arrays and the division strategy reference the Division Facts Strategy Mat when learners need help connecting sharing, grouping and related facts.
• Provide fraction strips or tenths materials for learners who need a concrete model before recording (4/10) or (0.4).
• Offer a quiet space, extra processing time, movement breaks and scribing or speech-to-text where appropriate. Pair EAL learners with a supportive peer and use sentence starters such as “I know this because…” and “My strategy was…”.