## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 4.OA.1 – Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

• 1 learning outcomes – click to view

Samples: Multiplication Match. Multiplicative equations match. Balance equations. Multiplicative comparison.

• #### Multiplicative comparisons

• Activities: 4 course, 0 extra
• 4.OA.2 – Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 4.OA.3 – Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

• 12 learning outcomes – click to view

Samples: Two step problem solving. Make 100. Challenge puzzle. Addition of large numbers (puzzle). Addition and Subtraction.

• #### Two step problem solving

• Activities: 1 course, 0 extra
• #### Make 100 - problem solving

• Activities: 2 course, 2 extra
• #### Challenge puzzle - make 100

• Activities: 1 course, 0 extra
• #### Addition of large numbers (puzzle)

• Activities: 1 course, 0 extra
• #### Addition and Subtraction - problem solving

• Activities: 1 course, 0 extra
• #### Adding three numbers - problem solving

• Activities: 2 course, 4 extra
• #### Challenge puzzle - two digit subtraction

• Activities: 1 course, 0 extra
• #### Subtracting from 1000 and 10000 - problem solving

• Activities: 2 course, 0 extra
• #### Problem solving: Multiplicative comparison

• Activities: 1 course, 0 extra
• #### Dividing by 8 - problem solving

• Activities: 3 course, 2 extra
• #### Dividing by 9 - problem solving

• Activities: 3 course, 4 extra
• #### Challenge Puzzle - Balancing equations

• Activities: 1 course, 0 extra
• ##### Mathematics
• 4.OA.4 – Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

• 9 learning outcomes – click to view

Samples: Factor trees. Factors. Common factors. Prime and Composite Numbers. How many factors?. Identifying factors.

• #### Factor trees

• Activities: 1 course, 0 extra
• #### Identifying factors

• Activities: 2 course, 0 extra
• #### Common factors

• Activities: 1 course, 0 extra
• #### prime and Composite Numbers

• Activities: 1 course, 0 extra
• #### How many factors?

• Activities: 1 course, 0 extra
• #### Identifying factors

• Activities: 1 course, 0 extra
• #### Identifying prime numbers

• Activities: 1 course, 0 extra
• #### Identifying prime numbers < 100 (puzzle)

• Activities: 1 course, 0 extra
• #### Identifying prime numbers

• Activities: 1 course, 0 extra
• ##### Mathematics
• 4.OA.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

• 4 learning outcomes – click to view

Samples: Patterns created by objects. Missing elements in number patterns. Identify the rules for number patterns.

• #### Explore patterns created by objects

• Activities: 1 course, 0 extra
• #### Identify missing elements in number patterns

• Activities: 1 course, 4 extra
• #### Identify the rules for number patterns

• Activities: 1 course, 0 extra
• #### Continue number patterns resulting from addition or subtraction

• Activities: 1 course, 0 extra
• ##### Mathematics
• 4.NBT.1 – Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

• 4.NBT.2 – Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

• 30 learning outcomes – click to view

Samples: Reducing numbers from their expanded form. Expanded Notation. Compare two three-digit numbers (< = >).

• #### Reducing numbers from their expanded form

• Activities: 1 course, 0 extra
• #### Expanded notation

• Activities: 2 course, 2 extra
• #### Compare two three-digit numbers (< = >)

• Activities: 1 course, 0 extra
• #### Writing large numbers - four digits

• Activities: 1 course, 0 extra
• #### Write numbers – to 100,000

• Activities: 1 course, 0 extra
• #### Write numbers – to 1000

• Activities: 1 course, 2 extra
• #### Reading numbers – to 1000

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 1000

• Activities: 1 course, 1 extra
• #### Reading numbers – to 10,000

• Activities: 1 course, 0 extra
• #### Write numbers – to 10,000

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 10,000

• Activities: 1 course, 0 extra
• #### Place Value to 10000

• Activities: 2 course, 4 extra
• #### Comparing numbers to 10,000 (<,=,>)

• Activities: 2 course, 0 extra
• #### Identifying the place value of digits - numbers to 10000

• Activities: 3 course, 0 extra
• #### Odd and Even Numbers

• Activities: 3 course, 2 extra
• #### Challenge puzzle - Odd and Even Numbers

• Activities: 1 course, 0 extra
• #### Write numbers – to 100,000

• Activities: 1 course, 0 extra
• #### Reading numbers – to 100,000

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 100,000

• Activities: 1 course, 0 extra
• #### Reading large numbers

• Activities: 1 course, 0 extra
• #### Ordering large numbers

• Activities: 1 course, 2 extra
• #### Write numbers – to 1,000,000 (common)

• Activities: 1 course, 0 extra
• #### Write numbers – to 1,000,000

• Activities: 1 course, 0 extra
• #### Comparing very large numbers

• Activities: 1 course, 0 extra
• #### Large numbers presented in tables

• Activities: 1 course, 0 extra
• #### Reading large numbers

• Activities: 1 course, 0 extra
• #### Write numbers – over one million (common)

• Activities: 1 course, 0 extra
• #### Write numbers – over one million

• Activities: 1 course, 0 extra
• #### Comparing numbers of any size

• Activities: 1 course, 0 extra
• #### Challenge puzzle - flow diagram

• Activities: 1 course, 0 extra
• 4.NBT.3 – Use place value understanding to round multi-digit whole numbers to any place.

• 2 learning outcomes – click to view

Samples: Rounding numbers to the nearest 10. Round to the nearest 100 - round up or down?. Rounding numbers to ten.

• #### Rounding numbers to the nearest multiple of 10.

• Activities: 6 course, 2 extra
• #### Round to the nearest 100

• Activities: 2 course, 0 extra
• ##### Mathematics
• 4.NBT.4 – Fluently add and subtract multi-digit whole numbers using the standard algorithm.

• 10 learning outcomes – click to view

Samples: Add within 1000. Subtract from 1000 using adding on. Adding Three Numbers. Subtraction Of Four Digit Numbers.

• #### Add and subtract within 1000 - Drill

• Activities: 2 course, 0 extra
• #### Subtract from 1000

• Activities: 3 course, 0 extra
• #### Adding three numbers

• Activities: 5 course, 2 extra
• #### Subtracting large numbers

• Activities: 4 course, 5 extra
• #### Addition of large numbers

• Activities: 4 course, 10 extra
• #### Addition and Subtraction Revision

• Activities: 2 course, 2 extra
• #### Addition of large numbers - problem solving

• Activities: 2 course, 9 extra
• #### Two digit subtraction - Drill

• Activities: 1 course, 0 extra
• #### Subtract from 1000

• Activities: 2 course, 4 extra
• #### Subtracting large numbers - problem solving

• Activities: 2 course, 4 extra
• 4.NBT.5 – Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

• 13 learning outcomes – click to view

Samples: Adding on to Multiples of 10. Multiplying 2 digits by a 1 digit number - Mental Strategies. Short multiplication.

• #### Adding on to multiples of 10

• Activities: 2 course, 0 extra
• #### Multiplying 2 digits by a 1 digit number - Mental Strategies

• Activities: 1 course, 2 extra
• #### Multiplying 2 digits by a 1 digit number - written strategy

• Activities: 3 course, 4 extra
• #### Multiplying 2 digits by a 1 digit number

• Activities: 1 course, 7 extra
• #### Multiplying 2 digits by a 1 digit number - Puzzle

• Activities: 1 course, 0 extra
• #### Multiplying multiples of 10 - Missing Numbers

• Activities: 3 course, 4 extra
• #### Multiplying by multiples of 10

• Activities: 2 course, 3 extra
• #### Multiples of 10 by 1 digit - problem solving

• Activities: 2 course, 3 extra
• #### Arrays

• Activities: 0 course, 1 extra
• #### 11x tables - skills

• Activities: 2 course, 0 extra
• #### 12x tables - skills

• Activities: 2 course, 0 extra
• #### Multiplying multiples of 10 - problem solving

• Activities: 1 course, 0 extra
• #### Identifying multiples

• Activities: 1 course, 0 extra
• 4.NBT.6 – Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

• 10 learning outcomes – click to view

Samples: Dividing using division symbol. Division of Multiples of 10 (using multiplication). Division with no remainders.

• #### Division facts

• Activities: 4 course, 2 extra
• #### Dividing multiples of 10 by a single digit number

• Activities: 2 course, 0 extra
• #### Dividing three digits by one digit - no remainders

• Activities: 4 course, 2 extra
• #### Dividing with remainders

• Activities: 4 course, 3 extra
• #### Dividing whole numbers by 100 and 1000

• Activities: 3 course, 0 extra
• #### Division - large numbers

• Activities: 2 course, 1 extra
• #### Dividing multiples of 10 by a single digit number - problem solving

• Activities: 1 course, 2 extra
• #### Dividing three digits by one digit - no remainders - problem solving

• Activities: 0 course, 4 extra
• #### Halving numbers - Dividing by two

• Activities: 2 course, 2 extra
• #### Division - problem solving

• Activities: 6 course, 7 extra
• ##### Mathematics
• 4.NF.1 – Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

• 5 learning outcomes – click to view

Samples: Equivalence. Matching equivalent fractions. Hundredths in their lowest forms. Equivalent Fractions.

• #### Modelling equivalent fractions.

• Activities: 2 course, 2 extra
• #### Matching equivalent fractions

• Activities: 1 course, 0 extra
• #### Hundredths in their lowest forms

• Activities: 1 course, 0 extra
• #### Calculating equivalent fractions

• Activities: 4 course, 6 extra
• #### Reducing fractions to their simplest form.

• Activities: 2 course, 2 extra
• 4.NF.2 – Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

• 8 learning outcomes – click to view

Samples: Equivalence to a half - identifying the numerator. Compare fractions to a half.

• #### Equivalence to a half - identifying the numerator

• Activities: 1 course, 0 extra
• #### Compare fractions to a half

• Activities: 1 course, 0 extra
• #### Comparing fractions - identify the smallest

• Activities: 1 course, 0 extra
• #### Comparing fractions - identify the largest

• Activities: 1 course, 0 extra
• #### Comparing fractions (< = >)

• Activities: 1 course, 0 extra
• #### Compare to one half.

• Activities: 1 course, 0 extra
• #### Tenths and hundredths.

• Activities: 3 course, 3 extra
• #### Compare and order fractions.

• Activities: 2 course, 1 extra
• ##### Mathematics
• 4.NF.3 – Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

• 4.NF.3.a – Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

• 4.NF.3.b – Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

• 4 learning outcomes – click to view

Samples: Adding fractions - visual cues. Add Subtract Related Fractions USA. Adding fractions - Tenths and Hundredths.

• #### Adding fractions - visual cues

• Activities: 1 course, 0 extra
• #### Addition and subtraction of fractions with the same denominators.

• Activities: 3 course, 0 extra
• #### Adding fractions - Tenths and Hundredths

• Activities: 1 course, 0 extra
• #### Addition and subtraction of related fractions.

• Activities: 4 course, 0 extra
• 4.NF.3.c – Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

• 4 learning outcomes – click to view

Samples: Add Subtract Related Fractions USA. Converting Improper Fractions. Converting Mixed Numbers To Improper Fractions.

• #### Addition and subtraction of fractions with the same denominators.

• Activities: 3 course, 0 extra
• #### Convert improper fractions to mixed numbers

• Activities: 2 course, 0 extra
• #### Converting mixed numbers to improper frac.

• Activities: 2 course, 0 extra
• #### Adding mixed fractions

• Activities: 1 course, 0 extra
• 4.NF.3.d – Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

• 3 learning outcomes – click to view

Samples: Add Subtract Related Fractions USA. Adding and subtracting fractions. Adding and Subtracting Related Fractions.

• #### Addition and subtraction of fractions with the same denominators.

• Activities: 3 course, 0 extra
• #### Adding and subtracting fractions - problem solving

• Activities: 1 course, 0 extra
• #### Addition and subtraction of related fractions.

• Activities: 4 course, 0 extra
• 4.NF.4 – Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

• 4.NF.4.a – Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

• 3 learning outcomes – click to view

Samples: Multiplying fractions by a whole number - visual. Fractions of numbers.

• #### Multiplying fractions by a whole number - visual

• Activities: 1 course, 0 extra
• #### Fractions of numbers

• Activities: 1 course, 0 extra
• #### Simple fractions of quantities

• Activities: 6 course, 0 extra
• 4.NF.4.b – Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

• 3 learning outcomes – click to view

Samples: Multiplying fractions by a whole number - visual. Fractions of numbers.

• #### Multiplying fractions by a whole number - visual

• Activities: 1 course, 0 extra
• #### Fractions of numbers

• Activities: 1 course, 0 extra
• #### Simple fractions of quantities

• Activities: 6 course, 0 extra
• 4.NF.4.c – Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

• 2 learning outcomes – click to view

Samples: Fractions of numbers - 1. Multiplying fractions. Fractions of numbers - 2. Fractions Problem Solving.

• #### Simple fractions of quantities - problem solving

• Activities: 2 course, 2 extra
• #### Multiplying fractions

• Activities: 1 course, 0 extra
• ##### Mathematics
• 4.NF.5 – Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

• 2 learning outcomes – click to view

Samples: Recognizing Naming Hundredths. Adding fractions - Tenths and Hundredths. Tenths and hundredths.

• #### Tenths and hundredths.

• Activities: 3 course, 3 extra
• #### Adding fractions - Tenths and Hundredths

• Activities: 1 course, 0 extra
• 4.NF.6 – Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

• 3 learning outcomes – click to view

Samples: Converting tenths and hundredths to decimals. Placing Decimals On A Number Line.

• #### Converting tenths and hundredths to decimals

• Activities: 1 course, 0 extra
• #### Decimals on a number line.

• Activities: 2 course, 1 extra
• #### Comparing fractions and decimals - tenths and hundredths

• Activities: 1 course, 0 extra
• 4.NF.7 – Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

• 9 learning outcomes – click to view

Samples: Compare and order decimals: Activity 1. Compare to a half. Compare fractions: using comparison symbols (<, =, >).

• #### Compare and order decimals.

• Activities: 2 course, 1 extra
• #### Compare to one half.

• Activities: 1 course, 0 extra
• #### Compare fractions: using comparison symbols (<, =, >)

• Activities: 1 course, 0 extra
• #### Compare and order fractions.

• Activities: 2 course, 1 extra
• #### Compare fractions to a half

• Activities: 1 course, 0 extra
• #### Comparing fractions - identify the smallest

• Activities: 1 course, 0 extra
• #### Comparing fractions - identify the largest

• Activities: 1 course, 0 extra
• #### Comparing fractions (< = >)

• Activities: 1 course, 0 extra
• #### Calculating equivalent fractions

• Activities: 4 course, 6 extra
• ##### Mathematics
• 4.MD.1 – Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

• 12 learning outcomes – click to view

Samples: Converting between grams and kilograms. Common Fractions Of A Kilogram. Convert Tonnes To Kilograms.

• #### Converting between grams and kilograms

• Activities: 1 course, 0 extra
• #### Convert units of mass - between kilograms and grams

• Activities: 5 course, 3 extra
• #### Convert units of mass - between kilograms and tonnes

• Activities: 2 course, 2 extra
• #### Converting between pounds and ounces

• Activities: 1 course, 0 extra
• #### Convert between units of mass

• Activities: 1 course, 0 extra
• #### Converting between kilometers and meters

• Activities: 2 course, 0 extra
• #### Converting between metric units of length.

• Activities: 1 course, 7 extra
• #### Customary Units - converting between customary units of length.

• Activities: 1 course, 0 extra
• #### Converting between units of time

• Activities: 2 course, 0 extra
• #### Convert between units of time

• Activities: 2 course, 1 extra
• #### Converting between inches and feet

• Activities: 1 course, 0 extra
• #### Converting between liters and milliliters

• Activities: 1 course, 0 extra
• 4.MD.2 – Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

• 3 learning outcomes – click to view

Samples: Comparing volume - pints, quarts and gallons tutorial. Mass. Time - 'am' and 'pm': Activity 1. Volume and Capacity.

• #### Volume and Capacity

• Activities: 2 course, 4 extra
• #### Mass

• Activities: 1 course, 0 extra
• #### Use am and pm

• Activities: 2 course, 0 extra
• 4.MD.3 – Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

• 4 learning outcomes – click to view

Samples: Calculating Perimeter Regular Shapes. Challenge puzzle -perimeter. Area. Area in daily use.

• #### Perimeter of squares and rectangles.

• Activities: 2 course, 0 extra
• #### Challenge puzzle -perimeter

• Activities: 1 course, 0 extra
• #### Area

• Activities: 1 course, 0 extra
• #### Area

• Activities: 1 course, 5 extra
• ##### Mathematics
• 4.MD.4 – Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

• ##### Mathematics
• 4.MD.5 – Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

• 4.MD.5.a – An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

• 2 learning outcomes – click to view

Samples: Angles within a circle. Parts of a circle. Learn the parts of a circle. Parts of a circle.

• #### Angles within a circle

• Activities: 1 course, 0 extra
• #### Parts of a Circle

• Activities: 4 course, 0 extra
• 4.MD.5.b – An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

• 4.MD.6 – Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

• 6 learning outcomes – click to view

Samples: Angles in the environment. Comparing angles to a right angle. Measuring angles using a protractor: Activity 1.

• #### Compare angle sizes in everyday situations.

• Activities: 1 course, 1 extra
• #### Compare an angle to a right angle.

• Activities: 2 course, 1 extra
• #### Measure and compare angles.

• Activities: 4 course, 2 extra
• #### Estimate the size of angles.

• Activities: 1 course, 0 extra
• #### Measure and classify angles.

• Activities: 1 course, 2 extra
• #### Estimating, measuring and comparing angles

• Activities: 2 course, 0 extra
• 4.MD.7 – Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

• 8 learning outcomes – click to view

Samples: Angles on a Straight Line. Measuring angles using a protractor: Activity 1. Estimating the size of angles.

• #### Angle sum of straight lines, triangles and quadrilaterals.

• Activities: 1 course, 4 extra
• #### Measure and compare angles.

• Activities: 4 course, 2 extra
• #### Estimate the size of angles.

• Activities: 1 course, 0 extra
• #### Angles within a circle

• Activities: 1 course, 0 extra
• #### Classify angles by naming them.

• Activities: 4 course, 1 extra
• #### Naming angles within shapes

• Activities: 1 course, 0 extra
• #### Measure and classify angles.

• Activities: 1 course, 2 extra
• #### Estimating, measuring and comparing angles

• Activities: 2 course, 0 extra
• ##### Mathematics
• 4.G.1 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

• 4 learning outcomes – click to view

Samples: Parallel and perpendicular lines in shapes. Identifying types of lines.  Identifying angles at intersecting lines.

• #### Parallel and perpendicular lines in shapes

• Activities: 1 course, 0 extra
• #### Identifying types of lines

• Activities: 2 course, 8 extra
• #### Classify angles by naming them.

• Activities: 4 course, 1 extra
• #### Naming angles within shapes

• Activities: 1 course, 0 extra
• 4.G.2 – Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

• 7 learning outcomes – click to view

Samples: Angles in the environment. Comparing angles to a right angle. Parallel and perpendicular lines in shapes.

• #### Compare angle sizes in everyday situations.

• Activities: 1 course, 1 extra
• #### Compare an angle to a right angle.

• Activities: 2 course, 1 extra
• #### Parallel and perpendicular lines in shapes

• Activities: 1 course, 0 extra
• #### Identifying types of lines

• Activities: 2 course, 8 extra
• #### Attributes of two dimensional shapes

• Activities: 1 course, 0 extra
• #### Grouping two dimensional shapes based on their attributes

• Activities: 1 course, 0 extra
• #### Naming triangles

• Activities: 1 course, 1 extra
• 4.G.3 – Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

• 4 learning outcomes – click to view

Samples: Symmetry in the environment. Creating symmetrical patterns. Line of symmetry. Rotational symmetry.

• #### Identify symmetry in the environment

• Activities: 1 course, 0 extra
• #### Create symmetrical patterns using pictures and shapes

• Activities: 2 course, 3 extra
• #### Identify line of symmetry.

• Activities: 1 course, 0 extra
• #### Identify rotational symmetry.

• Activities: 0 course, 1 extra