The composite score is calculated based on their weighted performance in Activities, Smart sheets, Assessments and Question of the Day and Discussion forum posts.
A student needs to have attempted at least one smart sheet or assessment over the past 7 days in order to qualify for the Wall of Fame.
5 points are awarded for every forum post like.
The Wall of Fame is updated every 10 minutes.
The skills are organised into topics, and you can move your mouse over any skill name to view. To start practicing, just click on any link.
You can try out any of the activities for 10 minutes.
To get full access to all our features,
Sign up!
- 4. Mathematical process standards
- 4.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 4.1A. Apply mathematics to problems arising in everyday life, society, and the workplace.
- Addition Skill Practice
- Can you Identify the Pattern?
- Subtraction Skill Practice
- Can you Identify the Pattern?
- Long division practice
- Division in everyday Life
- Story Problems
- Help me with the recipe
- Multiply any number by 10
- How to easily multiply any number by 100?
- How many more Paise do I need to pay to?
- Can you pay for the item?
- Give the correct change
- Conversion between kilometre and metre
- Write the equivalent fraction
- Find the simplest form
- Arrange the times in order
- What would be the time?
- Which train would you take?
- 4.1B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
- Place Value Addition
- Addition Skill Practice
- Can you Identify the Addition Pattern?
- Subtraction Skill Practice
- Can you Identify the Subtraction Pattern?
- Help me with the recipe
- How to easily multiply any number by 100?
- Arrange the times in order
- Can you read the time table?
- Which train would you take?
- Can you pay for the item?
- Give the correct change
- 4.1C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
- Addition using Number Blocks
- Addition Skill Practice
- Rounding to the nearest Tens
- Rounding to the nearest Hundreds
- Rounding to the nearest Thousands
- Identify the item purchased
- Estimate the result
- Addition Skill Practice
- Subtraction Skill Practice
- Story Problems
- Division in everyday Life
- Represent money using place values
- How much more do I need to pay?
- Let us round some numbers
- Rounding Accuracy
- Round and find the result
- Estimate the result
- 4.1D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
- Let us identify the number
- What does the number represent?
- Commutative Property of Multiplication
- Distributive Property of Multiplication
- Using Distributive Property
- Using Distributive Property for bigger problems
- Order the numbers
- Find the largest and smallest number
- Identify these shapes
- Find the hidden shapes
- Identify shapes by the number of sides
- Identify the shapes using a light source
- Vertices and Sides. How many are there?
- Let us represent Hundred divisions
- Decimals and Currency
- 4.1E. Create and use representations to organize, record, and communicate mathematical ideas.
- Horizontal Bar Graphs
- Bar Graphs with Multiple Groups
- Roll the Dice and represent the data
- Use of Rounding in Data Representation
- Exploring decimals on a numberline
- Represent on a numberline
- Rounding of decimals using numberline
- Introduction to Roman Numerals
- Roman Number Representation
- What is the decimal shown?
- Estimate the decimal
- Indian and International System of Numbers
- Let us identify the number
- Identify the place value
- 4.1F. Analyze mathematical relationships to connect and communicate mathematical ideas.
- Identify the place value
- Conversion exercises
- Let us represent Hundred divisions
- Decimals and Currency
- Measure simple angles
- How to measure using real protractor
- Measure angles using protractor
- Represent using place value blocks
- Represent the picture in decimals
- Expand the Decimal number
- Exploring decimals on a numberline
- Represent on a numberline
- 4.1G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
- 4.1A. Apply mathematics to problems arising in everyday life, society, and the workplace.
- 4.1. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 4. Number and operations
- 4.2. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
- 4.2A. Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left.
- 4.2B. Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals.
- 4.2C. Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =.
- 4.2D. Round whole numbers to a given place value through the hundred thousands place.
- 4.2E. Represent decimals, including tenths and hundredths, using concrete and visual models and money.
- 4.2F. Compare and order decimals using concrete and visual models to the hundredths.
- 4.2G. Relate decimals to fractions that name tenths and hundredths.
- 4.2H. Determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
- 4.3. The student applies mathematical process standards to represent and generate fractions to solve problems.
- 4.3A. Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b.
- 4.3B. Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.
- 4.3C. Determine if two given fractions are equivalent using a variety of methods.
- 4.3D. Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <.
- 4.3E. Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.
- Let us have some Pizza
- Fraction addition with colours
- Addition with Fraction Strips
- Write the addition problem
- Fraction addition using Numberline
- Fraction addition practice
- Word problems
- Let us serve some Pizza
- Subtraction with Fraction Strips
- Write the subtraction problem
- Fraction subtraction using Numberline
- Fraction subtraction practice
- Word problems
- 4.3F. Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.
- 4.3G. Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
- 4.4. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
- 4.4A. Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm.
- 4.4B. Determine products of a number and 10 or 100 using properties of operations and place value understandings.
- 4.4C. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15.
- 4.4D. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
- 4.4E. Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations.
- 4.4F. Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor.
- 4.4G. Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers.
- 4.4H. Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
- 4.2. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
- 4. Algebraic reasoning
- 4.5. The student applies mathematical process standards to develop concepts of expressions and equations.
- 4.5A. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.
- 4.5B. Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
- 4.5C. Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w).
- 4.5D. Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
- 4.5. The student applies mathematical process standards to develop concepts of expressions and equations.
- 4. Geometry and measurement
- 4.6. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
- 4.6A. Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.
- 4.6B. Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure.
- 4.6C. Apply knowledge of right angles to identify acute, right, and obtuse triangles.
- 4.6D. 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.
- Let us play with rectangles
- Special form of rectangle called Square
- Let us play with triangles
- Let us play with circles
- Find the hidden shapes
- Properties of a Parallelogram
- Special form of Parallelogram - Rhombus
- Properties of a Trapezium
- Identify these shapes
- What do these shapes look like?
- Find the hidden shapes
- Identify shapes by the number of sides
- Interactive Circle
- 4.7. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees.
- 4.7A. Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is 'cut out' by the rays of the angle. Angle measures are limited to whole numbers.
- 4.7B. Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that 'cuts' n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers.
- 4.7C. Determine the approximate measures of angles in degrees to the nearest whole number using a protractor.
- 4.7D. Draw an angle with a given measure.
- 4.7E. Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
- 4.8. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
- 4.8A. Identify relative sizes of measurement units within the customary and metric systems.
- 4.8B. Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table.
- 4.8C. Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
- Can you read distances from a map?
- Let us add some lengths
- Let us add some weights
- How much weight do I need to add?
- Calculate the total weight
- How many objects do I need?
- Find the total volume
- Let us add some volumes
- Let us serve some Pepsi
- How many containers does it take?
- Arrange the times in order
- Which train would you take?
- How many more Paise do I need to pay to?
- Can you pay for the item?
- Give the correct change
- Make a Rupee from coins
- Count the coins and Exchange for Rupees
- Can you pay for the item?
- Give the correct change
- Let us add some currency
- How many rupees and paise?
- Adding Time
- Subtracting Time
- Let us add some lengths
- 4.6. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
- 4. Data analysis
- 4.9. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
- 4. Personal financial literacy
- 4.10. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
- 4.10A. Distinguish between fixed and variable expenses.
- 4.10B. Calculate profit in a given situation.
- 4.10C. Compare the advantages and disadvantages of various savings options.
- 4.10D. Describe how to allocate a weekly allowance among spending; saving, including for college; and sharing.
- 4.10E. Describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.
- 4.10A. Distinguish between fixed and variable expenses.
- 4.10. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.