Sugar Labs - User contributions [en]

Summer of Code/2014

2014-02-25T15:10:13Z

MrSteve:

'''Students''': See our guide on [[Summer_of_Code#How_to_participate|how to participate in Google Summer of Code]] for more information.

== Project candidates ==

In the table below is list of projects potential participants might contribute within GSoC program.

;Note: Potential mentors, please feel free to add ideas to this list. Also, feel free to add your name to a project you'd be willing to co-mentor.
;Note: Potential students, more project ideas can be found on our [[Features]] page.

== Sugar Core ==

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! !! Title !! Mentor !! Project
|-
!valign=top | [[File:python-logo.gif|90px|thumb|center]] ||valign=top width="15%" |Port to Python3 ||valign=top width="15%" | Walter Bender and Daniel Narvaez||align=left valign=top|
;Brief explanation: There are many reasons to port Sugar to Python 3, not the least being its support for internationalization (unicode) is greatly improved over Python 2 (Very important as we have users in >100 languages). There is a good discussion of strategies [http://docs.python.org/3/howto/pyporting.html here]. The first task will be to work with the core developer team to decide on a strategy: writing Python 2/3 compatible source or a pure port. Once that decision is made, the remainder of the work will be to do the port itself. Developing a robust test suite is a must.
;Expected results: Support for Python 3 in Sugar Core and a Porting Guide for Sugar Activities.
;Knowledge prerequisite: Strong background in Python
|-
!valign=top | [[File:python-logo.gif|90px|thumb|center]] ||valign=top width="15%" |Activity Unit Tests||valign=top width="15%" | Walter Bender and Daniel Narvaez||align=left valign=top|
;Brief explanation: While we have been vigilant about developing tests for most of Sugar core, we have only just begun to scratch the surface regarding test suites for Sugar activities. This project is to develop unit and UI test suites for all of the [http://download.sugarlabs.org/sources/sucrose/fructose/ "Fructose"] activities – those activities that are shipped as part of every Sugar distribution.
;Expected results: A suite of unit and UI tests for the Fructose Activities and a Testing Guide for Sugar Activities.
;Knowledge prerequisite: Strong background in Python, GTK3
|-
!valign=top | [[File:JS-logo.png|90px|thumb|center]] || valign=top |JavaScript Collaboration for Sugar || valign=top | Manuel Quiñones ||align=left valign=top|
;Brief explanation: Sugar has promoted JavaScript/HTML5 to be a first-class development language, on par with Python. Lots of work to do to make this ready for prime time. Specific to this project is the development of a collaboration model that includes both the mechanisms for identifying potential collaborators and the mechanisms for sharing between activities. The first step is to agree upon a collaboration strategy with the developer team; then implement that strategy.
;Expected results: Rich, intuitive collaboration between JavaScript Activities and an update Guide for Developing Sugar Activities in JavaScript.
;Knowledge prerequisite: Strong background in JavaScript
|-
!valign=top | [[File:Cordova_sugar.png|90px|center|thumb]] || valign=top | Cordova/PhoneGap container for Sugar || valign=top | Lionel Laské ||align=left valign=top |
;Brief explanation: The idea is to allow Sugar Web Activities to use device dependent features. In this objective, the project will be to transform Sugar into a Cordova/PhoneGap container and to implement major PhoneGap features. Shortly, the project is to add Sugar as new supported platform for Cordova/PhoneGap. Lists of Sugar features that could be exposed to Sugar Web Activities using Cordova/PhoneGap will be: Camera, Audio/Video capture, Accelerometer, Connection, Events, File, Globalization, Media. During the project, the student will also have to demonstrate its work by writing some sample activities using device features. Examples of activities include a Record-like activity or a Level-Tool-like activity.
;Expected results: Rich media and sensor support for JavaScript Activities and an update to the Guide for Developing Sugar Activities in JavaScript to reflect the new APIs.
;Knowledge prerequisite: Strong background in JavaScript
|-
!valign=top | [[File:Microphone.svg|90px|center|thumb]] || valign=top | Voice Interface || valign=top | Martin Abente Lahaye ||align=left valign=top|
;Brief explanation: Speech-recognition technologies are interaction mechanisms that, nowadays, have evolved from "alternative" to "extended". Proof of this is the proliferation of such technologies in a wide range of domains. From smartphones assistants, medical-record transcriptions, smart cars, and TV command controls to many others. In this regard, not much have been seen in the education domain. This is could be due the fact that there is still a missing glue between the speech-recognition technologies and educational content developers. This project is about filling the gap –within the Sugar Learning Platform.
;Expected results:
* put together a speech-recognition engine that allow us to deploy it in offline scenarios (i.e., using PocketSphinx and Voxforge projects);
* define a general architecture that will allow us to provide high-level speech-recognition functionality to the Sugar core and activities (i.e., exposing this engine as a DBus service);
* finding acceptable solutions that will allow us to add new content and being able to handle different languages.
;Knowledge prerequisite: Strong background in Python; some experience with either PocketSphinx or Voxforge
|-
!valign=top | [[File:Headwand.jpg|90px|center|thumb]] || valign=top | Assistive Interface || valign=top | Andres Aguirre ||align=left valign=top |
;Brief explanation: Alternative input devices allow individuals to control their computers through means other than a standard keyboard or pointing device. Examples include smaller or larger keyboards, eye-gaze pointing devices, and sip-and-puff systems controlled by breathing. Using a base sensor package, the goal of this project is to provide an alternative physical-sensor interface to the Sugar desktop for people with limited motor control. The project will require an intervention into both the Sugar toolkit and Sugar core to ensure that the necessary hooks for ATSPI. The first task will be to survey the Sugar suite to find holes in the UI; the second task is to develop a work plan in conjunction with the Sugar developer community; the third task is to implement that plan; finally, arrange with the mentor to deploy the results with our target audience for feedback.
;Expected results: Expanded coverage of ATSPI throughout Sugar Core; a working prototype that can be tested in the field; an Assistive Technology Guide for Sugar Activity Developers
;Knowledge prerequisite: Strong background in Python, GTK3, and Atspi; some electronics background would also be useful.
|-
!valign=top | [[File:Bulletin-board.jpg|90px|center|thumb]] || valign=top | Bulletin Board || valign=top | Walter Bender ||align=left valign=top |
;Brief explanation: While it seems the prevailing notion of collaboration in the classroom is for the teacher to be able to a service such as VNC to share a desktop with a student, it is evident from computer-supported collaborative work outside of the classroom that such models provide little if any enhancements to productivity or learning. Our approach in Sugar has always been to allow our users to collaborate directly on tasks – be it writing a document together; sharing bookmarks while browsing; or sharing code snippets while programming. That said, often times, a large project involves multiple tools and multiple resources to be shared among a group. This project is to provide an uber-structure for collaboration – the Bulletin Board – where a group can share resources in a persistent manner as they work on a project together. One aspect it a shared, persistent "clipboard" of artifacts being used collectively within the project; another, illustrated on the left, is a chat channel that can be overlaid on top of activities to enable targeted discussions.
;Expected results: Two new Sugar toolkit services: a share, persistent clipboard; and a chat overlay onto any shared activity.
;Knowledge prerequisite: Strong background in Python and Gtk3
|-
!valign=top | || valign=top | Social Help || valign=top | Martin Abente, Paul Cotton, Walter Bender||align=left valign=top |
;Brief explanation: Last summer we had a GSoC project to implement system-wide help for Sugar activities. It is now possible to get context-dependent help anywhere within the Sugar system by simply typing Ctrl-H or by clicking on the help button on the Sugar 'frame". This summer, we'd like to add a social component to our help. Using the same mechanism for determining content, we'd like to offer our users a channel for topical discussions. The most simple way to do with would be to launch them into topical IRC channels. However we'd like to also explore tools such as [http://www.discourse.org/about/ "Discourse"]. The first step will be to determine a platform for the social help in discussion with the developer community; step two will be to implement the social help mechanism in Sugar.
;Expected results: A system-wide mechanism for jumping into a forum for topical discussions about Sugar and Sugar activities; a service that can be dropped onto a classroom server for circumstances where Internet access is not available or permitted.
;Knowledge prerequisite: Strong background in Python and webservices
|}

== Sugar Activities ==

{| border=1 cellpadding=3 style="border: 1px solid white; border-collapse: collapse; background: #e3e4e5;"
|-style="background:#787878; color: white;"
! !! Title !! Mentor !! Project
|-
!valign=top | [[File:Turtle-3d.png|90px|thumb|center]] || valign=top width="15%" | Turtle Art 3D || valign=top width="15%" | Walter Bender, Antonio Battro, Horacio Reggini||align=left valign=top|
;Brief explanation: Sugar is lacking any 3D programming environments. This project would be to develop such an environment. There is a rich program in 3D Logo developed by Horacio Reggini [http://www.horacioreggini.com.ar/?cat=13]. The specific project would be to write an extension to [[Activities/Turtle Art|Turtle Blocks]] to encompass Reggini's ideas.
;Expected results: A new Turtle Art plugin that adds basic 3D transforms to Turtle Blocks (e.g., setxyz, pitch, roll, yaw); camera and lighting models; surface texture mapping; and a rich set of example projects. A bonus would be a plugin for generating objects for MineCraft.
;Knowledge prerequisite: Python and some 3D graphics (3D transform) experience.
|-
!valign=top | [[File:MusicKeyboard.png|90px|thumb|center]] || valign=top | Music Suite || valign=top |Gonzalo Odiard ||align=left valign=top|
;Brief explanation: Sugar's primary music offering, the TamTam suite, is woefully inadequate with touch interfaces. The goal of this project is to rewrite the suite to use the underlying mechanisms demonstrated in the touch-friendly Music Keyboard activity.
;Expected results: Touch-friendly replacements for TamTamMini, TamTamJam, TamTamEdit, and TamTamSynthesizerLab.
;Knowledge prerequisite: Python and digital audio experience (CSound a real plus).
|-
!valign=top | [[File:Camera.svg|90px|thumb|center]] || valign=top |Video Editing Suite || valign=top |Gonzalo Odiard ||align=left valign=top|
;Brief explanation: Sugar need a simple activity to process video. The interface should be simple and need run in a device with low computational and storage resources as the OLPC XO or Intel Classmate. Limited screen real estate must also be a consideration.
;Expected results: A new Sugar activity for rich media editing and an extension to the Sugar toolkit for generating video from data within existing Sugar activities such as FotoToons and Portfolio.
;Knowledge prerequisite: Strong background in Python, GTK and GStreamer.
|-
!valign=top | [[File:Butia.jpg|90px|center|thumb]] || valign=top |Assistive Robots || valign=top |Alan Alguar ||align=left valign=top|
;Brief explanation: In conjunction with the Assitive Interface project, the goal of this project is to provide a physical sensor interface to the Sugar robots suite ([http://activities.sugarlabs.org/en-US/sugar/addon/4434 Turtle Bots]) for people with limited motor control.
;Expected results: We have access to a target population of children with special needs that would love to work with robotics. We expect an adaption of the Turtle Bots (Turtle Blocks) interface to support programming through a simple pointing device to be deployed with this population and to solicit feedback on the intervention.
;Knowledge prerequisite: Strong background in Python programming
|-
!valign=top | || valign=top |GST-1.0|| valign=top |Walter Bender ||align=left valign=top|
;Brief explanation: We ported Sugar to GTK-3 several years ago. However, we have yet to completely deprecate our GTK-2 branch because there are still a number of core activities that have not been ported to GTK-3, e.g., Turtle Blocks, Measure, and Record. The reason that these activities have not been ported is because of some dependencies on GST-0.10. Specifically, the code associated with accessing raw data streams from audio devices that are then used to feed these activities. This project is to remove the GST-0.10 dependencies and replace them with GST-1.0 libraries. While seemingly trivial, is quite challenging since the equivalent libraries do not exist in GST-1.0. It will require writing some new GST sinks and providing introspection support in Python.
;Expected results: Elimination of all GST-0.10 code from Sugar activities; deprecation of the Gtk-2 branch
;Knowledge prerequisite: Strong background in C and Python programming, GTK3, and GST 1.0
|-
!valign=top | || valign=top |Hack a Stuffed Animal|| valign=top |Stephen Thomas||align=left valign=top|
;Brief explanation: Many children can not communicate verbally whether due to nonverbal autism or some other factor. While there are many catalogs and websites with adaptive equipment and software but the prices are high. There is a OLPC deployment in Uraguay where a student uses his stuffed animal as an input device for using an XO and Etoys. We would like to build on this to make it easier and lower cost or these children and their parents to communicate and use computers. The software would be free and OpenSource and the hardware to hack a Stuffed Animal could potentially repurpose old keyboards [2] or under $10 by repurposing a used USB game controller (free if kids donate their old ones).

In this project a student would design and document how to hack a stuffed animal to be used as an input device similar to a joystick or arrow and a few other keys to allow a nonverbal child to use their favorite stuffed animal as an input device.

;Expected results: Documentation and parts lists for Hacking a Stuffed Animal into an input device. Some basic demonstration programs to use the input device with Etoys, TurtleArt etc.
;Knowledge prerequisite: Maker skills. To Hack a stuffed animal. Etoys (If student knows Scratch, they can learn the skills needed in Etoys for this project)
|-
!valign=top | || valign=top |PECS system for Non-Verbal Communication|| valign=top |Stephen Thomas||align=left valign=top|
;Brief explanation: Many children can not communicate verbally whether due to nonverbal autism or some other factor. While there are many catalogs and websites with adaptive equipment and software but the prices are high. There is a OLPC deployment in Uraguay where a student uses his stuffed animal as an input device for using an XO and Etoys. We would like to build on this to make it easier and lower cost or these children and their parents to communicate and use computers. The software would be free and OpenSource and the hardware to hack a Stuffed Animal could potentially repurpose old keyboards [2] or under $10 by repurposing a used USB game controller (free if kids donate their old ones).

In this project a student would a student would design a set of picture boards that could be navigated using a joystick or arrow keys and arrow and few other keys. The project would also allow a parent or teacher to simply add and re-arrange pictures using a webcam, imported pictures or simple drawings that can be made using Etoys[1]. Etoys runs on Linux, Windows and Mac OS and is one of the core applications in the OLPC XO.

;Expected results: Working Etoys program where a student could navigate a PECS ([http://activities.sugarlabs.org/en-US/sugar/addon/4434 Picture Exchange Communication System]) like system to communicate with others. Also the ability for parents and caregivers can modify the PECS elements with little to no training.
;Knowledge prerequisite: Maker skills. To Hack a stuffed animal. Etoys (If student knows Scratch, they can learn the skills needed in Etoys for this project)}

Summer of Code/2012

2012-02-10T04:15:21Z

MrSteve:

== Project candidates ==

A list of projects potential participants might contribute within GSoC program. Every project is shortly described with mentioning secondary skills for possible participants (the primal skill is desire to do something useful).

'''Note:''' Potential mentors and participants, please feel free to start adding things to this list.

=== Turtle Art Nutrition ===

Working with the maintainer of [[Activities/TurtleArt|Turtle Blocks]] to further develop the prototype [[Activities/TurtleArt#Nutrition|Turtle Nutrition plug-in]] into a stand-alone activity. In its current state, Turtle Nutrition is a plug-in to the Turtle Blocks application. The plug-in aims to raise awareness of nutritional values through visual programming elements.

[[File:Food-plugin.png|300px]]

This project will involve more designing and testing than coding. But a working knowledge of Python is a must. Spanish-language skills is a plus, as we will most likely be testing the tool in one of our Latin American deployments.

''Contact'': [[User:Walter]]

=== Portfolio Videos ===

Working with the maintainer of [[Activities/Portfolio|Portfolio]] to add a mechanism for exporting .ogv (voice over still images) of a portfolio presentation. This is a request that has come from deployments: they'd like to be able to post videos of student work, which is currently available as a slide show with audio voice-over.

[[File:Portfolio-Tool.png|300px]]

A working knowlewdge of Python and some gstreamer skills are a must.

''Contact'': [[User:Walter]]

=== Unified Journal View ===

Rather than viewing the details of a Journal entry on a separate page, the idea is to make the details appear in an expandabe in-line format on the main Journal view. The look and feel would be more like Google+ or Facebook. Performance will be a major challenge.

[[File:Journal-02.jpeg|300px]]

This project requires some working knowledge of the low-level Sugar Journal and datastore code.

''Contact'': [[User:Walter]]

=== Sugar "Sweets" Trisquel GNU/Linux Distro ===

What we need to get Sugar into classrooms and community centers is a software distribution that works "out of the box" with both Sugar and Gnome. The Trisquel GNU/Linux distribution is the most promising of the efforts to make this a reality. I'd like to pilot it in my ICT lab in Arlington, Virginia, and would love to mentor a GSOCer hack the packages needed to make it work.

''Contact'': [[User:Jelkner]]

=== Background Image on Home View ===

Since we are replacing Hippo, it is relatively trivial to add a background image to the Home View. The image could be set from the Sugar control panel.

Benefit: Deployments could customize backgrounds for l12n purposes. Uses could customize the look of their machines. Background could add some structure to the Home View. The example below, just for fun, was generated in Turtle Art.

[[File:Background-spiral.png|300px]]

Decent Python skills required and some familiarity with GTK.

''Contact'': [[User:Walter]]

=== Multi-touch Sugar ===

With the advent of a number touch-enabled devices capable of running Sugar and with the port to GTK-3, it is time to take seriously the issue of multitouch. How should we be exploiting touch in the interface? How will be circumvent some of the current UI affordances that either reply on the keyboard or hover, e.g., invoking the Sugar Frame?

Strong Python skills and experience with GTK-3 required.

''Contact'': [[User:Walter]]

=== Project Sharing Website ===
Create a Project Hosting Site similar to the Scratch website where kids can share the projects they have created using various Sugar Activities. The site should foster collaboration and sharing of projects. The Web Site should be built using a free web framework so that it can be installed at deployment sites. Some features include:

* Ability to engage and connect with friends and classmates using various Social Networking sites/techniques.
* Ability to post projects from various Sugar Activities (ex: Turtle Blocks, Etoys, Memorize, Physics, etc.)
* Separate landing pages for different audiences (kids, teachers, parents, etc)
* Section to share kid created art from projects
* Ability for users to create galleries (of their own projects, favorite projects, subject specific topics, etc).
* Ability to have “private classroom spaces”
* Tools to support community management of the site
* Multi-language support

''Contact'': [[User:MrSteve]]

== Proposals Template ==

Put and fill your proposal template at a page like:

'''http://wiki.sugarlabs.org/go/Summer_of_Code/2012/YourProposal'''

{{TOCright}}
====About you====

* '''What is your name?'''
* '''What is your email address?'''
* '''What is your Sugar Labs wiki username?'''
* '''What is your IRC nickname?'''
* '''What is your primary language? (We have mentors who speak multiple languages and can match you with one of them if you'd prefer.)'''
* '''Where are you located, and what hours do you tend to work? (We also try to match mentors by general time zone if possible.)'''
* '''Have you participated in an open-source project before? If so, please send us URLs to your profile pages for those projects, or some other demonstration of the work that you have done in open-source. If not, why do you want to work on an open-source project this summer?'''

====About your project====

* '''What is the name of your project?'''
* '''Describe your project in 10-20 sentences. What are you making? Who are you making it for, and why do they need it? What technologies (programming languages, etc.) will you be using?'''

* '''What is the timeline for development of your project? The Summer of Code work period is 7 weeks long, May 23 - August 10; tell us what you will be working on each week. (As the summer goes on, you and your mentor will adjust your schedule, but it's good to have a plan at the beginning so you have an idea of where you're headed.) Note that you should probably plan to have something "working and 90% done" by the midterm evaluation (July 6-13); the last steps always take longer than you think, and we will consider cancelling projects which are not mostly working by then.'''

* '''Convince us, in 5-15 sentences, that you will be able to successfully complete your project in the timeline you have described. This is usually where people describe their past experiences, credentials, prior projects, schoolwork, and that sort of thing, but be creative. Link to prior work or other resources as relevant.'''

====You and the community====
* '''If your project is successfully completed, what will its impact be on the Sugar Labs community? Give 3 answers, each 1-3 paragraphs in length. The first one should be yours. The other two should be answers from members of the Sugar Labs community, at least one of whom should be a Sugar Labs GSoC mentor. Provide email contact information for non-GSoC mentors.'''

* '''What will you do if you get stuck on your project and your mentor isn't around?'''
* '''How do you propose you will be keeping the community informed of your progress and any problems or questions you might have over the course of the project?'''

====Miscellaneous====
* '''We want to make sure that you can set up a [[Development Team#Development_systems|development environment]] before the summer starts. Please send us a link to a screenshot of your Sugar development environment with the following modification: when you hover over the XO-person icon in the middle of Home view, the drop-down text should have your email in place of "Restart." See the image on the right for an example. It's normal to need assistance with this, so please visit our IRC channel, #sugar on irc.freenode.net, and ask for help.'''

* '''What is your t-shirt size? (Yes, we know Google asks for this already; humor us.)'''

* '''Describe a great learning experience you had as a child.'''

* '''Is there anything else we should have asked you or anything else that we should know that might make us like you or your project more?'''

* For examples see:

[[:Category:2012 GSoC applications]]

Math4Team/Resources/Curriculum Chart

2011-05-05T06:13:41Z

MrSteve:

<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] [[Activities/Abacus|Abacus]]
|-
| 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
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-fractions.html] [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html]
|-
| 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
| [[Activities/Abacus|Abacus]] (Caacupé abacus) [[Activities/Abacus/Worksheet |Worksheet]], TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html]
|-
| 4.N.5
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
| None
| TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html]
|-
| 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 ] , TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html]
|-
| 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.
| [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html Steve Thomas]
| Etoys [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html]
|-
| 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]]
| [http://activities.sugarlabs.org/en-US/sugar/addon/4271 Tuxmaths]
|-
| 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]]
| TurtleArt [http://tonyforster.blogspot.com/2011/04/turtle-division-drill.html]
|-
| 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
| [[Activities/Abacus|Abacus]] (Caacupé abacus) [[Activities/Abacus/Worksheet |Worksheet]]
|}

=== 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
| [http://activities.sugarlabs.org/en-US/sugar/addon/4084 Socialcalc Activity]
|-
| 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
| Google Maps
|-
| 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
| TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027]
|-
| 4.G.3
| Recognize similar figures.
| None
| None
|-
| 4.G.4
| Identify angles as acute, right, or obtuse.
| Christian Cook
| 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) TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027]
|-
| 4.G.7
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.
| None
| [http://tonyforster.blogspot.com/2011/04/turtle-flip-and-rotate-4th-grade-maths.html TurtleArt]
|-
| 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
| [http://activities.sugarlabs.org/en-US/sugar/addon/4191 Clock Activity] [http://activities.sugarlabs.org/en-US/sugar/addon/4112 GCompris Clockgame] [http://activities.sugarlabs.org/en-US/sugar/addon/4263 Stopwatch Activity] Turtle clock [[Activities/TurtleArt#maths | 1]] [http://tonyforster.blogspot.com/2011/02/turtle-talking-clock.html 2]
|-
| 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
| [http://activities.sugarlabs.org/en-US/sugar/addon/4084 Socialcalc Activity]<br/>[[Activities/TurtleArt|TurtleArt]] sensor blocks
|-
| 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
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-random.html] , [http://tonyforster.blogspot.com/2011/04/turtleart-die-or-spinner.html]
|}

[[Category:TODO]]