Students split numbers in area models, expand and factor expressions with variables, and use the distributive property for a cost story and mental maths.
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Splitting 8 × 57 into 8 × 50 and 8 × 7 on a rectangle shows students why a(b + c) = ab + ac works. They draw the same kind of split for six products. Page 2 moves to variables: six expressions to expand, two with a negative number outside the parentheses, such as −2(5k − 4), and four to factor, including 18x + 12. A story about 6 art kits has students write the cost both ways. The answer key accepts any correct area-model split.
Watch item 9, −3(a + 6): students often write −3a + 18, applying the negative to the first term only. Have them write −3 × a and −3 × 6 as separate steps first.
On the factor items, students often pull out a common factor that isn't the greatest, such as 3(6x + 4) for 18x + 12. Ask whether the two terms left inside still share a factor.
Ways to adjust the three parts for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students expand brackets such as 4(2y − 7) and −2(5k − 4) and take out the greatest common factor, such as 18x + 12 = 6(3x + 2). Collecting like terms and multiplying two brackets are not practised.
Students split numbers with an area model to multiply (for example 6 × 38 = 180 + 48), solve a two-part cost problem both ways, and use 100 − 1 to multiply by 99. Scaling and correspondence problems are not included. This is a Year 4 statement; the algebra pages go beyond it.
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