Sugar Labs - User contributions [en]

Math4Team/Resources/Curriculum Chart

2010-11-09T19:09:46Z

Ossfm: Added link to Hop-a-Round on Activities.sugarlabs.org (4.N.16)

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}

== Introduction ==

In order to be useful to teachers, it's important to connect activities and content to quantifiable learning objectives.

There are many great, well-established curriculum frameworks that would make this easy.

We are using the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics] for experimental purposes. (As we understand it, this work is public domain.)

'''The goal: to create at least one activity that teaches each one of these objectives.'''

== Curriculum Framework, 4th Grade Maths ==

=== Number Sense and Operations ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.N.1
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.N.2
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.N.3
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.
| None
| None
|-
| 4.N.4
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.
| None
| None
|-
| 4.N.5
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
| None
| None
|-
| 4.N.6
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deci Deci ]
|-
| 4.N.7
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.
| [http://en.opensuse.org/User:Dglenn Doug Glenn]
| None
|-
| 4.N.8
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.
| None
| None
|-
| 4.N.9
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).
| None
| None
|-
| 4.N.10
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
| None
| None
|-
| 4.N.11
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.
|
|
|-
| 4.N.12
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.
| [[Team:UTOS-XO|UTOS-XO]]
| None
|-
| 4.N.13
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.
| [[Team:UTOS-XO|UTOS-XO]]
| None
|-
| 4.N.14
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).
| None
| None
|-
| 4.N.15
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).
| None
| None
|-
| 4.N.16
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]
| [http://activities.sugarlabs.org/en-US/sugar/addon/4209 Hop-A-Round]
|-
| 4.N.17
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.
| None
| None
|-
| 4.N.18
| Use concrete objects and visual models to add and subtract common fractions.
| None
| None
|}

=== Patterns, Relations, and Algebra ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.P.1
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.P.2
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).
| None
| None
|-
| 4.P.3
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
| [[User:Gdk]] (developer),[[User:Rholden]]
| https://fedorahosted.org/dungeonsofmongo/
|-
| 4.P.4
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.
| None
| None
|-
| 4.P.5
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).
| None
| None
|-
| 4.P.6
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.
| [[User:Rholden]]
| None
|}

=== Geometry ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.G.1
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.
| None
| None
|-
| 4.G.2
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.
| None
| None
|-
| 4.G.3
| Recognize similar figures.
| None
| None
|-
| 4.G.4
| Identify angles as acute, right, or obtuse.
| None
| None
|-
| 4.G.5
| Describe and draw intersecting, parallel, and perpendicular lines.
| None
| None
|-
| 4.G.6
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction)
|-
| 4.G.7
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.
| None
| None
|-
| 4.G.8
| Identify and describe line symmetry in two-dimensional shapes.
| None
| None
|-
| 4.G.9
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.
| None
| None
|}

=== Measurement ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.M.1
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.
| None
| None
|-
| 4.M.2
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
| None
| None
|-
| 4.M.3
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).
| None
| None
|-
| 4.M.4
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.
| None
| None
|-
| 4.M.5
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.
| None
| None
|}

=== Data Analysis, Statistics, and Probability ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.D.1
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.
| None
| None
|-
| 4.D.2
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.
| None
| None
|-
| 4.D.3
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.
| None
| None
|-
| 4.D.4
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.
| None
| None
|-
| 4.D.5
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?
| None
| None
|-
| 4.D.6
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.
| None
| None
|}

[[Category:TODO]]

Activity Team/Resources

2009-11-09T01:32:40Z

Ossfm: add OpenOffice presentation topic under Sample Code

<noinclude>{{GoogleTrans-en}}{{TeamHeader|Activity Team}}</noinclude>{{TOCright}}

==Getting started in Activity development==
If you have no experience developing Sugar activities, these resources will help get you started.

====Setting up a Sugar environment====
If you use Linux, your best bet is to install [[Development Team/Jhbuild|sugar-jhbuild]]. You will be able to develop in your native environment, treating Sugar as just another desktop application.

If you run MacOS X or Windows, you will need to set up an emulator. For Mac OS X, see [[Supported_systems/Mac]]. For Windows, see [[Supported_systems/Windows]].

To develop efficiently using an emulator or a secondary machine running Sugar natively (such as an OLPC XO), find an editor which supports editing files over a SFTP connection. [http://www.openkomodo.com/ Komodo Edit] is a good example.

====Python Reference & Tutorials====
* http://docs.python.org/
* http://diveintopython.org/
* [http://pleac.sourceforge.net/pleac_python/index.html PLEAC - Programming Language Examples Alike Cookbook]

Python is the language Sugar is written in and is also used by most activities. If you don't already know Python well, you should familiarize yourself with it before continuing.

====PyGTK Reference & Tutorials====
* http://www.pygtk.org/docs/pygtk/index.html
* http://www.pygtk.org/docs/pygobject/index.html

PyGTK is the user interface toolkit used by Sugar activities. Bookmark these two links as you will reference them frequently during development.

* http://www.pygtk.org/pygtk2tutorial/index.html

The following sections of the PyGTK tutorial are most relevant to activity development.

* 1. Introduction
* 2. Getting Started
* 3. Moving On
* 4. Packing Widgets
* 5. Widget Overview
* 6. The Button Widget
* 7. Adjustments
* 8. Range Widgets
* 9. Miscellaneous Widgets
* 10. Container Widgets
* 12. Drawing Area

====Sugar Activities====
* [[Development Team/Almanac|Sugar Almanac]]

The Sugar Almanac contains all the information you need to start writing Sugar activities, ranging from directory structure to bundle format to API reference. It also contains answers to common questions and examples of common tasks.

* http://api.sugarlabs.org/

This automatically updated site contains the official API documentation for Sugar. Though it is currently quite sparse, the source code is included with the documentation and it's useful to have that at your fingertips.

====Cairo Graphics====
* http://www.tortall.net/mu/wiki/CairoTutorial

Cairo is the graphics library used in Sugar. The tutorial is a good introduction to the API as well as vector graphics programming in general.

====Sugar [[Human Interface Guidelines]] (HIG)====
* [[Human Interface Guidelines]].

Required reading before planning the user interface for your activity. These pages give a good introduction to the thought process behind the Sugar environment and will help a lot when designing your activity.

====i18n (Localisation) Best Practices====
* [[Translation_Team/i18n_Best_Practices]].

Once you have strings in your Activity, here are some general tips which will make your translators happy :-)

====JSON introduction====
* http://www.json.org/fatfree.html

JSON is a data format commonly used to store activity data in the Journal.

* http://simplejson.googlecode.com/svn/tags/simplejson-2.0.8/docs/index.html

Currently, the recommended JSON library is simplejson. It has also become the standard JSON library in Python 2.6+.

NOTE: There is an odd thing about simplejson - in python25 it lives in ''simplejson'' module, but in python26 it uses ''json'' module. So, use something like [http://git.sugarlabs.org/projects/sugar-port/repos/mainline/blobs/master/json.py this] to wrap it.

====Git introduction====
Git is the version control software used by Sugar Labs. It is a distributed version control system and is quite powerful, but requires a lot of command line use.

* [[Activity Team/Git|Git]]

====XML routines====
There are [http://docs.python.org/library/markup.html dozens] Python classes to satisfy the XML standard, but if you want just save/load parameters use "Zen of XML" in Python - [http://effbot.org/zone/element.htm ElementTree] library. It's supported out of the box in Python 2.5 (xml.etree.ElementTree module). In previous versions you'll have to install library by yourself.

But if you just need a simple configuration format to read/write Python objects, check out JSON instead.

====Speech synthesizing====
If you want to add a speech synthesizer for English and other languages, try the [[Development Team/gst-plugins-espeak|gst-plugins-espeak]] plugin for gstreamer.

==Activity Development Resources==
This is an open area for posting links related to activity development.

===Sample code===

* An example of [[Activity Team/Sample code/Ruler|a simple activity that uses Cairo graphics]]
* An [http://uclug.org/images/Sugar.odp OpenOffice presentation] that touches on many of the issues encountered by first-time Sugar developers. Some items covered are: What is Sugar and Sugar Labs; What are some development environments; Some Sugar specific python statements for a PyGTK activity; Activity distribution. You can also [http://media.libsyn.com/media/dsyates/101309uclug0020.ogg listen] to the creator ([http://wiki.sugarlabs.org/go/User:Ossfm ossfm]) give the presentation at a LUG meeting (starting at 9 minutes and 55 seconds).

===References===
* http://docs.python.org/ The official Python documentation.
* http://www.pygtk.org/docs/pygtk/index.html PyGTK API reference
* http://www.pygtk.org/docs/pygobject/index.html PyGObject API reference. Contains a few important things missing from the PyGTK API such as timers and idle callbacks.
* http://api.sugarlabs.org/ The official Sugar API documentation (quite sparse but includes all the source code).
* [[Development Team/Almanac]] Detailed Sugar API overview. Quite in depth and offers answers to common questions.
* http://pygstdocs.berlios.de/ Python GStreamer bindings.
* [[Human Interface Guidelines]] The design behind the Sugar interface. Very important to read and understand before planning your activity's user interface.
* http://cairographics.org/documentation/pycairo/ Cairo Python API reference. Very sparse, use the tutorial instead.
* [[OLPC:Low-level Activity API]] Information on how activities interact with Sugar.

===Tutorials and Whitepapers===
* http://diveintopython.org/ An online book which teaches Python step by step.
* http://www.pygtk.org/pygtk2tutorial/index.html A very informative step-by-step introduction to PyGTK.
* http://www.olpcaustria.org/mediawiki/index.php/Activity_handbook Introduction to activity development by OLPC Austria.
* [[OLPC:Sugar Activity Tutorial]] Another introduction to activity development.
* http://www.tortall.net/mu/wiki/CairoTutorial A great introduction to Cairo in PyGTK and vector graphics drawing in general.
* http://www.json.org/fatfree.html An overview of the JSON data format.
* http://simplejson.googlecode.com/svn/tags/simplejson-2.0.8/docs/index.html Documentation for the recommended JSON library.
* [[OLPC:Shared Sugar Activities]] High level overview of collaboration.
* [[OLPC:Collaboration Tutorial]] Step by step tutorial on integrating collaboration into an activity.
* [[Activity_Team/Modifing_an_Activity]] Information describing simple modifications that can be made to common Sugar activities.
* [[Activity Team/Compatibility Tips]] Information on ensuring your activity is portable to the various distributions that run Sugar.

===Community resources===
* http://dev.sugarlabs.org/ Bug tracking for Sugar and activities. Go here to report bugs in the Sugar toolkit. Each activity should have its own component here.
* http://git.sugarlabs.org/ Gitorious source code hosting.
* http://git.sugarlabs.org/events.atom RSS feed of all Sugar development activity. Great for keeping an eye on the project as a whole.

==Stuck?==

If you have a question, don't hesitate to ask the activity team. We are happy to help and can often save you a lot of hunting for answers.

We hang out in #sugar on irc.freenode.net, and you can always [http://lists.sugarlabs.org/listinfo/sugar-devel subscribe] and post questions to sugar-devel@lists.sugarlabs.org.

[[Category:Activity Team]]
[[Category:Resource]]

Math4Team/Hop-A-Round

2009-08-30T15:48:03Z

Ossfm: update status to aug 30, 2009

== Goal ==
Address curriculum topic 4.N.16 - rounding numbers to 10, 100, 1000, 10000 and 100000.

==Status==
*08/30/09: Now at revision 9. Many things have changed; essentially the whole activity has changed since rev 5. Still need to work on the introduction (present how to round numbers as help).
*06/02/09: Officially at revision 5. This revision adds multiple choice functionality.
*05/29/09: First git commit. Currently at revision 4. Revisions 1-3 were not posted on git.sugarlabs.org and involved very early development. This is probably the fist version that could be played.

== Design ==
The game progresses in levels. The level is tied to what "decade" the number should be rounded. Level 1 is rounding to 10, Level 2 is rounding to 100 and so on. There are 5 levels in the activity.

There are three sections inside each level. The section gives the player different ways to enter the answer. The three sections are a slider, 4 multiple choice buttons and a text entry field. The thousands separator corresponding to the particular local is used to present the number to be rounded. The separator may also be included in the text entry section without creating an error. This will help the player keep track of the number of zeros entered.

The activity uses a random number generator to create the questions.

== Development ==
Game play is at a good working level. There probably won't be much more development here.

We are working on completing the introduction portion of the activity. It will give instructions on how to round numbers.

I would like to incorporate a little of what Adam Schreiber did with [http://git.sugarlabs.org/projects/deka deka]. The number to be rounded would be presented using polygons. Each digit of the number would be presented inside a polygon. The number of sides of each polygon would correspond to the power of 10 for that digit.

The activity is split into a Model, View, Controller design. The file names are data.py, view.py and hoparound.py. That is what happened in revs 5 and 6. That helped me get organized much better. Thanks to members in my local LUG for introducing me to this architecture.

== Repository ==
The project source code is stored at http://git.sugarlabs.org/projects/hop-a-round.

Math4Team

2009-06-03T02:27:12Z

Ossfm: Add project Hop-A-Round

Math4Team/Hop-A-Round

2009-06-03T02:24:45Z

Ossfm: page created

== Goal ==
Address curriculum topic 4.N.16 - rounding numbers to 10, 100, 1000, 10000 and 100000.

==Status==
*06/02/09: Officially at revision 5. This revision adds multiple choice functionality.
*05/29/09: First git commit. Currentlyh at revision 4. Revisions 1-3 were not posted on git and involved very early development. This is probably the fist version that could be played.

== Design ==
The activity uses a random number generator to create the questions. The user may type in an answer and press enter or click 'check answer'. The multiple choice button with the correct answer may also be clicked. The number of correct and incorrect answers are tallied for the current session (count reset when the activity is quit).

== Repository ==
The project is stored at http://git.sugarlabs.org/projects/hop-a-round.

Math4Team/FAQ

2009-05-29T12:46:38Z

Ossfm: added OSS welcome page link

Math4Team/FAQ

2009-05-28T15:28:42Z

Ossfm: added 2 more topics

Math4Team/FAQ

2009-05-28T15:05:05Z

Ossfm: Initial 2 posts

Math4Team/Contacts

2009-05-27T03:02:24Z

Ossfm: Add team ossfm and project for topic 4.N.16

User:Ossfm

2009-05-27T02:35:24Z

Ossfm:

==About Me/Us==
Hi, my name is Mike Major. I am an Electrical Engineer by education. I graduated from New Mexico State University in 1995. I am a Senior engineer at a major automotive parts manufacturer in the Southeast.

I am new to Python but not new to programming. Some of the languages I've used in the past are C, C++, VBA, ASP, SQL and HTML.

I have been using Linux seriously for about 3 years at home. I really appreciate the work the open-source community is doing. It is truly amazing the accomplishments made by people who have other jobs. I have benefited greatly by using it and learning from it. I have been looking for a project to let me give back to the community. I think the Math4 team/project is a good place to start.

I am assisted by my parents. They are in charge of content creation. My step-father Lynn is an artist (poet, writer, painter, sculpter, etc.). One of his goals has been to impact the lives of children with his work. This project is an outlet for that creativity. My monther Linda is serving as liaison between programming and content. She will help with content creation and planning.

==Useful Links==
I am going to gather some useful links here for my own use.
*[http://wiki.sugarlabs.org/go/Math4Team/Resources/Curriculum_Chart#Number_Sense_and_Operations Curriculum Chart]
*[http://wiki.sugarlabs.org/go/Math4Team Math4 project page]

Math4Team/Resources/Curriculum Chart

2009-05-27T02:25:25Z

Ossfm: Add project for topic 4.N.16

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}

== Introduction ==

In order to be useful to teachers, it's important to connect activities and content to quantifiable learning objectives.

There are many great, well-established curriculum frameworks that would make this easy.

We are using the [http://www.doe.mass.edu/frameworks/current.html Massachusetts Curriculum Framework for Mathematics] for experimental purposes. (As we understand it, this work is public domain.)

'''The goal: to create at least one activity that teaches each one of these objectives.'''

== Curriculum Framework, 4th Grade Maths ==

=== Number Sense and Operations ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.N.1
| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.N.2
| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.N.3
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.
| None
| None
|-
| 4.N.4
| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.
| None
| None
|-
| 4.N.5
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
| None
| None
|-
| 4.N.6
| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deci Deci ]
|-
| 4.N.7
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.
| None
| None
|-
| 4.N.8
| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.
| None
| None
|-
| 4.N.9
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2).
| None
| None
|-
| 4.N.10
| Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
| None
| None
|-
| 4.N.11
| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.
| [[User:Lextori]](developer)
| Math Escape
|-
| 4.N.12
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.
| [[Team:UTOS-XO|UTOS-XO]]
| None
|-
| 4.N.13
| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.
| [[Team:UTOS-XO|UTOS-XO]]
| None
|-
| 4.N.14
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits).
| None
| None
|-
| 4.N.15
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithm for division of up to a three-digit whole number with a single-digit divisor (with or without remainders).
| None
| None
|-
| 4.N.16
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]
| Hop-A-Round
|-
| 4.N.17
| Select and use a variety of strategies (e.g., front-end, rounding, and regrouping) to estimate quantities, measures, and the results of whole-number computations up to three-digit whole numbers and amounts of money to $1000, and to judge the reasonableness of the answer.
| None
| None
|-
| 4.N.18
| Use concrete objects and visual models to add and subtract common fractions.
| None
| None
|}

=== Patterns, Relations, and Algebra ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.P.1
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]
| [http://git.sugarlabs.org/projects/deka Deka]
|-
| 4.P.2
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).
| None
| None
|-
| 4.P.3
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
| [[User:Gdk]] (developer),[[User:Rholden]]
| https://fedorahosted.org/dungeonsofmongo/
|-
| 4.P.4
| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.
| None
| None
|-
| 4.P.5
| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).
| None
| None
|-
| 4.P.6
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.
| [[User:Rholden]]
| None
|}

=== Geometry ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.G.1
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes.
| None
| None
|-
| 4.G.2
| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.
| None
| None
|-
| 4.G.3
| Recognize similar figures.
| None
| None
|-
| 4.G.4
| Identify angles as acute, right, or obtuse.
| None
| None
|-
| 4.G.5
| Describe and draw intersecting, parallel, and perpendicular lines.
| None
| None
|-
| 4.G.6
| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).
| None
| None
|-
| 4.G.7
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.
| None
| None
|-
| 4.G.8
| Identify and describe line symmetry in two-dimensional shapes.
| None
| None
|-
| 4.G.9
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes.
| None
| None
|}

=== Measurement ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.M.1
| Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for measuring each attribute.
| None
| None
|-
| 4.M.2
| Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
| None
| None
|-
| 4.M.3
| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).
| None
| None
|-
| 4.M.4
| Estimate and find area and perimeter of a rectangle, triangle, or irregular shape using diagrams, models, and grids or by measuring.
| None
| None
|-
| 4.M.5
| Identify and use appropriate metric and English units and tools (e.g., ruler, angle ruler, graduated cylinder, thermometer) to estimate, measure, and solve problems involving length, area, volume, weight, time, angle size, and temperature.
| None
| None
|}

=== Data Analysis, Statistics, and Probability ===

Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! Id
! Standard Description
! Who's working on it?
! What Sugar activity satisfies this objective?
|-
| 4.D.1
| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.
| None
| None
|-
| 4.D.2
| Match a representation of a data set such as lists, tables, or graphs (including circle graphs) with the actual set of data.
| None
| None
|-
| 4.D.3
| Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.
| None
| None
|-
| 4.D.4
| Represent the possible outcomes for a simple probability situation, e.g., the probability of drawing a red marble from a bag containing three red marbles and four green marbles.
| None
| None
|-
| 4.D.5
| List and count the number of possible combinations of objects from three sets, e.g., how many different outfits can one make from a set of three shirts, a set of two skirts, and a set of two hats?
| None
| None
|-
| 4.D.6
| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.
| None
| None
|}

[[Category:TODO]]

User:Ossfm

2009-05-27T02:20:47Z

Ossfm: New page: Hi, my name is Mike Major. I am an Electrical Engineer by education. I graduated from New Mexico State University in 1995. I am a Senior Engineer at an major automotive parts manufacturer ...

Hi, my name is Mike Major. I am an Electrical Engineer by education. I graduated from New Mexico State University in 1995. I am a Senior Engineer at an major automotive parts manufacturer in the Southeast.

I am new to Python but not new to programming. Some of the languages I've used are C, C++, ASP, SQL and HTML.

I have been using Linux seriously for about 3 years at home. I really appreciate the work the open-source community is doing. I have benefited greatly by using it and learning from it. I have been looking for a project to let me give back to the community. I think the Math4 team/project is a good place to start.

I am assisted by my parents. They are in charge of content creation. My step-father Lynn is an artist (poet, writer, painter, sculpter, etc.). One of his goals has been to impact the lives of children with his work. This project is an outlet for that creativity. My monther Linda is serving as liaison between programming and content. She will help with content creation and planning.