Curriculum (France)

Mathematics — Grade 4

Imaginesis: printable math worksheets for this grade (France) — word problems with hints, answer keys and step-by-step solutions as PDF, also as a test in two to four groups (A–D).

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For a test or quiz: print in up to four groups (A–D) — same layout, different numbers and a different order of answer options in each group, one shared answer key.

Mathematics in CM1 (Grade 4) according to the Cycle 3 curriculum: numbers up to 999,999, multiples and divisors, fractions greater than 1, decimal fractions and decimals, Euclidean division, area, angles, and introductory probability. Each concept is accompanied by exercise templates ready for printable worksheets.

What does a child learn in CM1 in mathematics?

In CM1, the child reads and writes six-digit numbers, recognizes multiples of 2, 5, and 10, and finds divisors. Fractions exceed one, are placed between two integers, and operate on a quantity (one-third of 12 marbles). Decimal fractions lead to decimal notation up to hundredths. The child sets up multiplications and Euclidean divisions, calculates with parentheses, executes a calculation program, and solves counting problems. They convert lengths, masses, and capacities, measure areas in cm², compare angles, draw perpendicular and parallel lines, and discover right prisms, probability vocabulary, and proportionality.

About the curriculum: the mathematics curriculum sets the learning objectives for each year of Cycle 2 (CP, CE1, CE2) and Cycle 3 (CM1, CM2, 6e), so that year-end expectations are met. Each concept below therefore appears in the year designated by the curriculum itself. The complete list of objectives for this year, quoted word for word, can be found in the section below.

Curriculum scope

CM1.NC (our numbering) · Teaching content · checked against the act

Numbers, calculation and problem solving

our translation · original wording (FR): Nombres, calcul et résolution de problèmes

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes
CM1.NC.1 (our numbering) · Teaching content · checked against the act

Compare and count collections by organising them

our translation · original wording (FR): Comparer et dénombrer des collections en les organisant

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.1
CM1.NC.2 (our numbering) · Teaching content · checked against the act

Build collections of a given cardinal

our translation · original wording (FR): Construire des collections de cardinal donné

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.2
CM1.NC.3 (our numbering) · Teaching content · checked against the act

Know and use the relationships between the units of numeration

our translation · original wording (FR): Connaître et utiliser les relations entre les unités de numération

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.3

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.4 (our numbering) · Teaching content · checked against the act

Know the written sequence and the spoken sequence of numbers up to 999,999

our translation · original wording (FR): Connaître la suite écrite et la suite orale des nombres jusqu’à 999 999

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.4

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.5 (our numbering) · Teaching content · checked against the act

Know the value of digits according to their position in a number

our translation · original wording (FR): Connaître la valeur des chiffres en fonction de leur position dans un nombre

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.5

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.6 (our numbering) · Teaching content · checked against the act

Know and use various representations of a number and move from one to another

our translation · original wording (FR): Connaître et utiliser diverses représentations d’un nombre et passer de l’une à l’autre

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.6

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.7 (our numbering) · Teaching content · checked against the act

Understand and know how to use the expressions "equal to", "greater than", "less than", "between … and …"

our translation · original wording (FR): Comprendre et savoir utiliser les expressions « égal à », « supérieur à », « inférieur à », « compris entre … et … »

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.7

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.8 (our numbering) · Teaching content · checked against the act

Compare, bound, insert whole numbers using the symbols =, < and >

our translation · original wording (FR): Comparer, encadrer, intercaler des nombres entiers en utilisant les symboles =, < et >

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.8

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.9 (our numbering) · Teaching content · checked against the act

Order numbers in ascending or descending order

our translation · original wording (FR): Ordonner des nombres dans l’ordre croissant ou décroissant

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.9

Reading, writing, and comparing numbers up to 999,999 (we teach it in grade 3–6)
CM1.NC.10 (our numbering) · Teaching content · checked against the act

Know how to place numbers and locate points on a graduated half-line

our translation · original wording (FR): Savoir placer des nombres et repérer des points sur une demi-droite graduée

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.10

Placing numbers on the number line (we teach it in grade 1–5)
CM1.NC.11 (our numbering) · Teaching content · checked against the act

Being able to recognise multiples of 2, 5 and 10 from their written numerals

our translation · original wording (FR): Savoir reconnaître les multiples de 2, de 5 et de 10 à partir de leur écriture chiffrée

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.11

Using divisibility rules (we teach it in grade 4–7)
CM1.NC.12 (our numbering) · Teaching content · checked against the act

Being able to determine whether a given whole number is a multiple of a whole number less than or equal to 10

our translation · original wording (FR): Savoir déterminer si un nombre entier donné est un multiple d’un nombre entier inférieur ou égal à 10

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.12

Recognizing multiples and divisors (we teach it in grade 3–10)
CM1.NC.13 (our numbering) · Teaching content · checked against the act

Being able to determine whether a whole number less than or equal to 10 is a divisor of a given whole number

our translation · original wording (FR): Savoir déterminer si un nombre entier inférieur ou égal à 10 est un diviseur d’un nombre entier donné

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres entiers, objectif CM1.NC.13

Recognizing multiples and divisors (we teach it in grade 3–10)
CM1.NC.14 (our numbering) · Teaching content · checked against the act

Know how to interpret, represent, write and read fractions

our translation · original wording (FR): Savoir interpréter, représenter, écrire et lire des fractions

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.14

Reading, writing and using simple fractions (we teach it in grade 2–5)
CM1.NC.15 (our numbering) · Teaching content · checked against the act

Knowing how to write a fraction greater than 1 as the sum of a whole number and a fraction less than 1

our translation · original wording (FR): Savoir écrire une fraction supérieure à 1 comme la somme d’un entier et d’une fraction inférieure à 1

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.15

Fractions greater than 1 and mixed numbers (we teach it in grade 4–6)
CM1.NC.16 (our numbering) · Teaching content · checked against the act

Knowing how to write the sum of a whole number and a fraction less than 1 as a single fraction

our translation · original wording (FR): Savoir écrire la somme d’un entier et d’une fraction inférieure à 1 comme une unique fraction

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.16

Fractions greater than 1 and mixed numbers (we teach it in grade 4–6)
CM1.NC.17 (our numbering) · Teaching content · checked against the act

Knowing how to bracket a fraction between two consecutive whole numbers

our translation · original wording (FR): Savoir encadrer une fraction par deux nombres entiers consécutifs

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.17

Fractions greater than 1 and mixed numbers (we teach it in grade 4–6)
CM1.NC.18 (our numbering) · Teaching content · checked against the act

Know how to place a fraction or the sum of a whole number and a fraction less than one on a graduated half-line

our translation · original wording (FR): Savoir placer une fraction ou la somme d’un nombre entier et d’une fraction inférieure à un sur une demi-droite graduée

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.18

Locating a fraction on a number line (we teach it in grade 3–10)
CM1.NC.19 (our numbering) · Teaching content · checked against the act

Know how to locate a point on a graduated ray by a fraction or by the sum of a whole number and a fraction

our translation · original wording (FR): Savoir repérer un point d’une demi-droite graduée par une fraction ou par la somme d’un nombre entier et d’une fraction

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.19

Locating a fraction on a number line (we teach it in grade 3–10)
CM1.NC.20 (our numbering) · Teaching content · checked against the act

Comparing fractions

our translation · original wording (FR): Comparer des fractions

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.20

Comparing fractions with the same denominator (we teach it in grade 2–4) · Comparing fractions with different denominators (we teach it in grade 4–10) · Finding a common denominator (we teach it in grade 4–6)
CM1.NC.21 (our numbering) · Teaching content · checked against the act

Add and subtract fractions

our translation · original wording (FR): Additionner et soustraire des fractions

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.21

Adding and subtracting fractions with the same denominator (we teach it in grade 2–5)
CM1.NC.22 (our numbering) · Teaching content · checked against the act

Determining a fraction of a quantity or of a magnitude

our translation · original wording (FR): Déterminer une fraction d’une quantité ou d’une grandeur

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les fractions, objectif CM1.NC.22

Calculate a fraction of a number (we teach it in grade 4–8)
CM1.NC.23 (our numbering) · Teaching content · checked against the act

Interpret, represent, write and read decimal fractions

our translation · original wording (FR): Interpréter, représenter, écrire et lire des fractions décimales

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.23

Writing a decimal number as a fraction (we teach it in grade 4–10) · Reading and writing decimals in 4th grade (we teach it in grade 4–6)
CM1.NC.24 (our numbering) · Teaching content · checked against the act

Know and use the relationships between simple units, tenths and hundredths

our translation · original wording (FR): Connaître et utiliser les relations entre unités simples, dixièmes et centièmes

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.24

Reading and writing decimals in 4th grade (we teach it in grade 4–6)
CM1.NC.25 (our numbering) · Teaching content · checked against the act

Place a decimal fraction on a graduated half-line and locate a point on a graduated half-line by a decimal fraction

our translation · original wording (FR): Placer une fraction décimale sur une demi-droite graduée et repérer un point d’une demi-droite graduée par une fraction décimale

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.25

Reading a decimal number on a number line (we teach it in grade 4–7)
CM1.NC.26 (our numbering) · Teaching content · checked against the act

Writing a decimal fraction greater than 1 as the sum of a whole number and a decimal fraction less than 1

our translation · original wording (FR): Écrire une fraction décimale supérieure à 1 comme la somme d’un nombre entier et d’une fraction décimale inférieure à 1

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.26

Fractions greater than 1 and mixed numbers (we teach it in grade 4–6)
CM1.NC.27 (our numbering) · Teaching content · checked against the act

Write a decimal fraction greater than 1 as the sum of a whole number and decimal fractions having a numerator less than 10

our translation · original wording (FR): Écrire une fraction décimale supérieure à 1 comme la somme d’un nombre entier et de fractions décimales ayant un numérateur inférieur à 10

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.27

Reading and writing decimals in 4th grade (we teach it in grade 4–6)
CM1.NC.28 (our numbering) · Teaching content · checked against the act

Compare, bracket and insert decimal fractions using the symbols =, < and >

our translation · original wording (FR): Comparer, encadrer, intercaler des fractions décimales en utilisant les symboles =, < et >

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.28

Comparing decimal numbers (we teach it in grade 4–6)
CM1.NC.29 (our numbering) · Teaching content · checked against the act

Order decimal fractions in ascending or descending order

our translation · original wording (FR): Ordonner des fractions décimales dans l’ordre croissant ou décroissant

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.29

Comparing decimal numbers (we teach it in grade 4–6)
CM1.NC.30 (our numbering) · Teaching content · checked against the act

Convert between a representation as a decimal fraction or a sum of decimal fractions and a decimal-point notation, and vice versa

our translation · original wording (FR): Passer d’une écriture sous forme d’une fraction décimale ou d’une somme de fractions décimales à une écriture à virgule et réciproquement

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.30

Writing a decimal number as a fraction (we teach it in grade 4–10) · Writing a fraction as a decimal number (we teach it in grade 4–10)
CM1.NC.31 (our numbering) · Teaching content · checked against the act

Interpret, represent, write and read decimal numbers (decimal notation)

our translation · original wording (FR): Interpréter, représenter, écrire et lire des nombres décimaux (écriture à virgule)

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.31

Reading and writing decimals in 4th grade (we teach it in grade 4–6)
CM1.NC.32 (our numbering) · Teaching content · checked against the act

Place a decimal number written with a decimal comma on a graduated half-line, and locate a point on a graduated half-line by a decimal number

our translation · original wording (FR): Placer un nombre décimal en écriture à virgule sur une demi-droite graduée et repérer un point d’une demi-droite graduée par un nombre décimal

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.32

Reading a decimal number on a number line (we teach it in grade 4–7)
CM1.NC.33 (our numbering) · Teaching content · checked against the act

Knowing how to give the integer part and the rounding to the nearest whole number of a decimal number

our translation · original wording (FR): Savoir donner la partie entière et l’arrondi à l’entier d’un nombre décimal

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.33

Rounding a decimal number (we teach it in grade 4–10)
CM1.NC.34 (our numbering) · Teaching content · checked against the act

Compare, bracket, insert between, and order, in ascending or descending order, decimal numbers given in their decimal notation, using the symbols =, < and >

our translation · original wording (FR): Comparer, encadrer, intercaler, ordonner, par ordre croissant ou décroissant, des nombres décimaux donnés par leur écriture à virgule en utilisant les symboles =, < et >

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les nombres décimaux, objectif CM1.NC.34

Comparing decimal numbers (we teach it in grade 4–6)
CM1.NC.35 (our numbering) · Teaching content · checked against the act

Know common number facts relating to whole numbers

our translation · original wording (FR): Connaître des faits numériques usuels relatifs aux nombres entiers

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Mémoriser des faits numériques, objectif CM1.NC.35

Mastering multiplication tables up to 100 (we teach it in grade 1–5) · Calculating cleverly with whole numbers (we teach it in grade 3–5)
CM1.NC.36 (our numbering) · Teaching content · checked against the act

Know some relationships between common fractions

our translation · original wording (FR): Connaître quelques relations entre des fractions usuelles

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Mémoriser des faits numériques, objectif CM1.NC.36

Finding an equivalent fraction (we teach it in grade 3–6)
CM1.NC.37 (our numbering) · Teaching content · checked against the act

Know the decimal notation of common fractions

our translation · original wording (FR): Connaître l’écriture décimale de fractions usuelles

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Mémoriser des faits numériques, objectif CM1.NC.37

Writing a fraction as a decimal number (we teach it in grade 4–10)
CM1.NC.38 (our numbering) · Teaching content · checked against the act

Add or subtract a whole number less than 10 of units, tens, hundreds, tenths or hundredths to or from a decimal number, when there is no carrying

our translation · original wording (FR): Ajouter ou soustraire un nombre entier inférieur à 10, d’unités, de dizaines, de centaines, de dixièmes ou de centièmes à un nombre décimal, lorsqu’il n’y a pas de retenue

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Utiliser ses connaissances en numération pour calculer mentalement, objectif CM1.NC.38

Addition and subtraction of decimal numbers (we teach it in grade 4–7)
CM1.NC.39 (our numbering) · Teaching content · checked against the act

Multiplier un nombre entier par 10, 100 ou 1 000

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Utiliser ses connaissances en numération pour calculer mentalement, objectif CM1.NC.39

Multiply a digit by a multiple of 10 (we teach it in grade 3–5) · Multiplying and dividing by 10, 100 or 1,000 (we teach it in grade 4–6)
CM1.NC.40 (our numbering) · Teaching content · checked against the act

Multiplying a decimal number by 10

our translation · original wording (FR): Multiplier un nombre décimal par 10

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Utiliser ses connaissances en numération pour calculer mentalement, objectif CM1.NC.40

Multiplying and dividing by 10, 100 or 1,000 (we teach it in grade 4–6)
CM1.NC.41 (our numbering) · Teaching content · checked against the act

Divide a decimal number by 10

our translation · original wording (FR): Diviser un nombre décimal par 10

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Utiliser ses connaissances en numération pour calculer mentalement, objectif CM1.NC.41

Multiplying and dividing by 10, 100 or 1,000 (we teach it in grade 4–6)
CM1.NC.42 (our numbering) · Teaching content · checked against the act

Add or subtract 8, 9, 18, 19, 28, 29, 38 or 39, to a number

our translation · original wording (FR): Ajouter ou soustraire 8, 9, 18, 19, 28, 29, 38 ou 39, à un nombre

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Apprendre des procédures de calcul mental, objectif CM1.NC.42

Calculating cleverly with whole numbers (we teach it in grade 3–5)
CM1.NC.43 (our numbering) · Teaching content · checked against the act

Multiply a whole number less than 10 by a whole number of tens or hundreds

our translation · original wording (FR): Multiplier un nombre entier inférieur à 10 par un nombre entier de dizaines ou de centaines

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Apprendre des procédures de calcul mental, objectif CM1.NC.43

Multiply a digit by a multiple of 10 (we teach it in grade 3–5)
CM1.NC.44 (our numbering) · Teaching content · checked against the act

Multiply a whole number by 4 or by 8

our translation · original wording (FR): Multiplier un nombre entier par 4 ou par 8

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Apprendre des procédures de calcul mental, objectif CM1.NC.44

Calculating cleverly with whole numbers (we teach it in grade 3–5)
CM1.NC.45 (our numbering) · Teaching content · checked against the act

Multiply a whole number by 5

our translation · original wording (FR): Multiplier un nombre entier par 5

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Apprendre des procédures de calcul mental, objectif CM1.NC.45

Calculating cleverly with whole numbers (we teach it in grade 3–5)
CM1.NC.46 (our numbering) · Teaching content · checked against the act

Use the distributivity of multiplication over addition in simple cases

our translation · original wording (FR): Utiliser la distributivité de la multiplication par rapport à l’addition dans des cas simples

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Apprendre des procédures de calcul mental, objectif CM1.NC.46

Calculating cleverly with whole numbers (we teach it in grade 3–5)
CM1.NC.47 (our numbering) · Teaching content · checked against the act

Estimate the result of an operation

our translation · original wording (FR): Estimer le résultat d’une opération

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.47

Estimating the order of magnitude of a sum (we teach it in grade 4–10)
CM1.NC.48 (our numbering) · Teaching content · checked against the act

Know how to perform a calculation containing brackets

our translation · original wording (FR): Savoir effectuer un calcul contenant des parenthèses

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.48

Calculating an expression with parentheses (we teach it in grade 4–8)
CM1.NC.49 (our numbering) · Teaching content · checked against the act

Set out in columns and carry out additions and subtractions of decimal numbers

our translation · original wording (FR): Poser en colonnes et effectuer des additions et des soustractions de nombres décimaux

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.49

Addition and subtraction of decimal numbers (we teach it in grade 4–7) · Column Addition and Subtraction (we teach it in grade 3–4)
CM1.NC.50 (our numbering) · Teaching content · checked against the act

Set out and perform multiplications of two whole numbers

our translation · original wording (FR): Poser et effectuer des multiplications de deux nombres entiers

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.50

Setting up multi-digit multiplication (we teach it in grade 3–4)
CM1.NC.51 (our numbering) · Teaching content · checked against the act

Pose and carry out multiplications of a decimal number by a whole number less than 10

our translation · original wording (FR): Poser et effectuer des multiplications d’un nombre décimal par un nombre entier inférieur à 10

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.51

Multiplying a decimal number by a whole number less than 10 (we teach it in grade 4–7)
CM1.NC.52 (our numbering) · Teaching content · checked against the act

Perform Euclidean divisions with a one-digit divisor, setting them out and carrying them out.

our translation · original wording (FR): Poser et effectuer des divisions euclidiennes avec un diviseur à un chiffre

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Les quatre opérations, objectif CM1.NC.52

Long division by a single-digit number (we teach it in grade 4–5)
CM1.NC.53 (our numbering) · Teaching content · checked against the act

Solve one-step additive problems of the "part-whole" and "comparison" types

our translation · original wording (FR): Résoudre des problèmes additifs en une étape des types « parties-tout » et « comparaison »

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.53

Solving multi-step problems (we teach it in grade 1–6)
CM1.NC.54 (our numbering) · Teaching content · checked against the act

Solve additive problems in two or three steps

our translation · original wording (FR): Résoudre des problèmes additifs en deux ou trois étapes

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.54

Solving multi-step problems (we teach it in grade 1–6)
CM1.NC.55 (our numbering) · Teaching content · checked against the act

Solve multiplicative part-whole problems in one step

our translation · original wording (FR): Résoudre des problèmes multiplicatifs de type « parties-tout » en une étape

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.55

Solving multi-step problems (we teach it in grade 1–6)
CM1.NC.56 (our numbering) · Teaching content · checked against the act

Solve multiplicative comparison problems

our translation · original wording (FR): Résoudre des problèmes de comparaison multiplicative

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.56

Compare: "by how much" or "how many times" (we teach it in grade 3–10)
CM1.NC.57 (our numbering) · Teaching content · checked against the act

Solve mixed problems in two or three steps

our translation · original wording (FR): Résoudre des problèmes mixtes en deux ou trois étapes

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.57

Solving multi-step problems (we teach it in grade 1–6)
CM1.NC.58 (our numbering) · Teaching content · checked against the act

Solve counting problems

our translation · original wording (FR): Résoudre des problèmes de dénombrement

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.58

Finding and counting all possible combinations (we teach it in grade 3–5)
CM1.NC.59 (our numbering) · Teaching content · checked against the act

Solve optimization problems

our translation · original wording (FR): Résoudre des problèmes d’optimisation

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, La résolution de problèmes, objectif CM1.NC.59

Solving multi-step problems (we teach it in grade 1–6)
CM1.NC.60 (our numbering) · Teaching content · checked against the act

Find the missing number in an equation with a gap

our translation · original wording (FR): Trouver le nombre manquant dans une égalité à trous

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.60

Finding the missing number in an equality (we teach it in grade 1–5)
CM1.NC.61 (our numbering) · Teaching content · checked against the act

Determine the value of an unknown number by using a symbol or a letter to represent it

our translation · original wording (FR): Déterminer la valeur d’un nombre inconnu en utilisant un symbole ou une lettre pour le représenter

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.61

Finding an unknown number represented by a letter (we teach it in grade 4–7)
CM1.NC.62 (our numbering) · Teaching content · checked against the act

Solve algebraic problems

our translation · original wording (FR): Résoudre des problèmes algébriques

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.62

Finding the starting number in a problem (we teach it in grade 4–8)
CM1.NC.63 (our numbering) · Teaching content · checked against the act

Execute a calculation program

our translation · original wording (FR): Exécuter un programme de calcul

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.63

Completing a table with a calculation rule (we teach it in grade 4–8)
CM1.NC.64 (our numbering) · Teaching content · checked against the act

Identify and formulate a calculation rule to continue a number sequence

our translation · original wording (FR): Identifier et formuler une règle de calcul pour poursuivre une suite de nombres

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.64

Continuing a sequence of numbers according to a rule (we teach it in grade 4–6)
CM1.NC.65 (our numbering) · Teaching content · checked against the act

Identify patterns and extend a growing pattern

our translation · original wording (FR): Identifier des régularités et poursuivre une suite de motifs évolutive

Programme de mathématiques du cycle 3, CM1, Nombres, calcul et résolution de problèmes, Algèbre, objectif CM1.NC.65

Continuing a sequence of numbers according to a rule (we teach it in grade 4–6)
CM1.GM (our numbering) · Teaching content · checked against the act

Measurement and magnitudes

our translation · original wording (FR): Grandeurs et mesures

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures
CM1.GM.1 (our numbering) · Teaching content · checked against the act

Know and use the units of length from millimetre to kilometre and their associated symbols

our translation · original wording (FR): Connaître et utiliser les unités de longueur du millimètre au kilomètre et les symboles associés

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.1

Converting lengths from millimeters to kilometers (we teach it in grade 3–7)
CM1.GM.2 (our numbering) · Teaching content · checked against the act

Know the relationships between units of length

our translation · original wording (FR): Connaître les relations entre les unités de longueur

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.2

Converting lengths from millimeters to kilometers (we teach it in grade 3–7)
CM1.GM.3 (our numbering) · Teaching content · checked against the act

Choose an appropriate unit to express a length

our translation · original wording (FR): Choisir une unité adaptée pour exprimer une longueur

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.3
CM1.GM.4 (our numbering) · Teaching content · checked against the act

Compare lengths

our translation · original wording (FR): Comparer des longueurs

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.4

Converting lengths from millimeters to kilometers (we teach it in grade 3–7)
CM1.GM.5 (our numbering) · Teaching content · checked against the act

Have a few reference lengths

our translation · original wording (FR): Disposer de quelques longueurs de référence

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.5
CM1.GM.6 (our numbering) · Teaching content · checked against the act

Estimate the length of an object or a distance

our translation · original wording (FR): Estimer la longueur d’un objet ou d’une distance

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.6

Estimating everyday measurements and prices (we teach it in grade 2–4)
CM1.GM.7 (our numbering) · Teaching content · checked against the act

Knowing what the perimeter of a plane figure is

our translation · original wording (FR): Savoir ce qu’est le périmètre d’une figure plane

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.7

Calculate the perimeter and find a missing side (we teach it in grade 4–10)
CM1.GM.8 (our numbering) · Teaching content · checked against the act

Determine the perimeter of a polygon using a graduated ruler

our translation · original wording (FR): Déterminer le périmètre d’un polygone en utilisant une règle graduée

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.8

Calculate the perimeter and find a missing side (we teach it in grade 4–10)
CM1.GM.9 (our numbering) · Teaching content · checked against the act

Solve problems involving the lengths of the sides of a polygon and its perimeter

our translation · original wording (FR): Résoudre des problèmes mettant en jeu les longueurs des côtés d’un polygone et son périmètre

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les longueurs, objectif CM1.GM.9

Calculate the perimeter and find a missing side (we teach it in grade 4–10)
CM1.GM.10 (our numbering) · Teaching content · checked against the act

Know and use the units of mass from the milligram to the kilogram and the tonne, and their associated symbols

our translation · original wording (FR): Connaître et utiliser les unités de masse du milligramme au kilogramme et la tonne, et les symboles associés

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.10

Converting units of mass (we teach it in grade 3–4)
CM1.GM.11 (our numbering) · Teaching content · checked against the act

Know the relationships between units of mass

our translation · original wording (FR): Connaître les relations entre les unités de masse

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.11

Converting units of mass (we teach it in grade 3–4)
CM1.GM.12 (our numbering) · Teaching content · checked against the act

Choose an appropriate unit to express a mass

our translation · original wording (FR): Choisir une unité adaptée pour exprimer une masse

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.12
CM1.GM.13 (our numbering) · Teaching content · checked against the act

Comparing masses

our translation · original wording (FR): Comparer des masses

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.13

Converting units of mass (we teach it in grade 3–4)
CM1.GM.14 (our numbering) · Teaching content · checked against the act

Have some reference masses

our translation · original wording (FR): Disposer de quelques masses de référence

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.14
CM1.GM.15 (our numbering) · Teaching content · checked against the act

Estimate the mass of an object

our translation · original wording (FR): Estimer la masse d’un objet

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les masses, objectif CM1.GM.15

Estimating everyday measurements and prices (we teach it in grade 2–4)
CM1.GM.16 (our numbering) · Teaching content · checked against the act

Know and use the units of capacity from the millilitre to the hectolitre and the associated symbols

our translation · original wording (FR): Connaître et utiliser les unités de contenance du millilitre à l’hectolitre et les symboles associés

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les contenances, objectif CM1.GM.16

Converting capacities to a smaller unit (we teach it in grade 4–7)
CM1.GM.17 (our numbering) · Teaching content · checked against the act

Know the relationships between units of capacity

our translation · original wording (FR): Connaître les relations entre les unités de contenance

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les contenances, objectif CM1.GM.17

Converting capacities to a smaller unit (we teach it in grade 4–7)
CM1.GM.18 (our numbering) · Teaching content · checked against the act

Choose an appropriate unit to express a capacity

our translation · original wording (FR): Choisir une unité adaptée pour exprimer une contenance

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les contenances, objectif CM1.GM.18
CM1.GM.19 (our numbering) · Teaching content · checked against the act

Compare capacities

our translation · original wording (FR): Comparer des contenances

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les contenances, objectif CM1.GM.19

Converting capacities to a smaller unit (we teach it in grade 4–7)
CM1.GM.20 (our numbering) · Teaching content · checked against the act

Compare the areas of different plane figures

our translation · original wording (FR): Comparer les aires de différentes figures planes

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les aires, objectif CM1.GM.20

Measuring an area by tiling with squares (we teach it in grade 4–5)
CM1.GM.21 (our numbering) · Teaching content · checked against the act

Determine areas

our translation · original wording (FR): Déterminer des aires

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les aires, objectif CM1.GM.21

Measuring an area by tiling with squares (we teach it in grade 4–5)
CM1.GM.22 (our numbering) · Teaching content · checked against the act

Know and use square centimetres to express areas

our translation · original wording (FR): Connaître et utiliser les centimètres carrés pour exprimer des aires

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les aires, objectif CM1.GM.22

Measuring an area by tiling with squares (we teach it in grade 4–5)
CM1.GM.23 (our numbering) · Teaching content · checked against the act

Use the specific vocabulary associated with angles

our translation · original wording (FR): Utiliser le lexique spécifique associé aux angles

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les angles, objectif CM1.GM.23

Recognizing the different types of angles (we teach it in grade 2–6)
CM1.GM.24 (our numbering) · Teaching content · checked against the act

Understand and use the notations of angles

our translation · original wording (FR): Comprendre et utiliser les notations des angles

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les angles, objectif CM1.GM.24

Recognizing the different types of angles (we teach it in grade 2–6)
CM1.GM.25 (our numbering) · Teaching content · checked against the act

Compare angles

our translation · original wording (FR): Comparer des angles

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Les angles, objectif CM1.GM.25

Recognizing the different types of angles (we teach it in grade 2–6)
CM1.GM.26 (our numbering) · Teaching content · checked against the act

Read the time on an analogue clock

our translation · original wording (FR): Lire l’heure sur une horloge à aiguilles

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Le repérage dans le temps et les durées, objectif CM1.GM.26

Reading the exact time on an analog clock (we teach it in grade 1–5)
CM1.GM.27 (our numbering) · Teaching content · checked against the act

Setting the hands of a clock to show a given time in hours and minutes

our translation · original wording (FR): Positionner les aiguilles d’une horloge correspondant à une heure donnée en heure et minute

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Le repérage dans le temps et les durées, objectif CM1.GM.27

Reading the exact time on an analog clock (we teach it in grade 1–5)
CM1.GM.28 (our numbering) · Teaching content · checked against the act

Compare and measure elapsed durations between two times shown on a clock (times and durations are expressed in hours and minutes)

our translation · original wording (FR): Comparer et mesurer des durées écoulées entre deux instants affichés sur une horloge (instants et durées sont exprimés en heure et minute)

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Le repérage dans le temps et les durées, objectif CM1.GM.28

Calculate durations and convert time (we teach it in grade 3–6)
CM1.GM.29 (our numbering) · Teaching content · checked against the act

Solve one- and two-step problems involving durations

our translation · original wording (FR): Résoudre des problèmes à une ou deux étapes impliquant des durées

Programme de mathématiques du cycle 3, CM1, Grandeurs et mesures, Le repérage dans le temps et les durées, objectif CM1.GM.29

Calculate durations and convert time (we teach it in grade 3–6)
CM1.EG (our numbering) · Teaching content · checked against the act

Space and geometry

our translation · original wording (FR): Espace et géométrie

Programme de mathématiques du cycle 3, CM1, Espace et géométrie
CM1.EG.1 (our numbering) · Teaching content · checked against the act

Use appropriate geometric vocabulary in the context of learning the corresponding concepts

our translation · original wording (FR): Utiliser le vocabulaire géométrique approprié dans le contexte d’apprentissage des notions correspondantes

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.1

Classifying triangles by their sides and angles (we teach it in grade 4–6) · Recognizing quadrilaterals and their properties (we teach it in grade 3–7)
CM1.EG.2 (our numbering) · Teaching content · checked against the act

Use common geometry tools: ruler, graduated ruler, set square and compass

our translation · original wording (FR): Utiliser les outils géométriques usuels : règle, règle graduée, équerre et compas

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.2
CM1.EG.3 (our numbering) · Teaching content · checked against the act

Know the common codes used in geometry

our translation · original wording (FR): Connaître les codes usuels utilisés en géométrie

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.3

Recognizing parallel and perpendicular segments (we teach it in grade 2–5) · Recognizing the different types of angles (we teach it in grade 2–6)
CM1.EG.4 (our numbering) · Teaching content · checked against the act

Describe and recognise a circle and a disc as a set of points characterised by their distance from a given point

our translation · original wording (FR): Décrire et reconnaître un cercle et un disque comme un ensemble de points caractérisés par leur distance à un point donné

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.4

Going from the radius to the diameter of a circle (we teach it in grade 4–6)
CM1.EG.5 (our numbering) · Teaching content · checked against the act

Recognise and use the notion of perpendicularity

our translation · original wording (FR): Reconnaître et utiliser la notion de perpendicularité

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.5

Recognizing parallel and perpendicular segments (we teach it in grade 2–5)
CM1.EG.6 (our numbering) · Teaching content · checked against the act

Recognise and use the notion of parallelism

our translation · original wording (FR): Reconnaître et utiliser la notion de parallélisme

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.6

Recognizing parallel and perpendicular segments (we teach it in grade 2–5)
CM1.EG.7 (our numbering) · Teaching content · checked against the act

Recognise and name the following figures by referring to their definition: triangle, right-angled triangle, isosceles triangle, equilateral triangle, quadrilateral, square, rectangle and rhombus

our translation · original wording (FR): Reconnaître et nommer les figures suivantes en faisant référence à leur définition : triangle, triangle rectangle, triangle isocèle, triangle équilatéral, quadrilatère, carré, rectangle et losange

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.7

Classifying triangles by their sides and angles (we teach it in grade 4–6) · Recognizing quadrilaterals and their properties (we teach it in grade 3–7)
CM1.EG.8 (our numbering) · Teaching content · checked against the act

Know the properties of parallelism of opposite sides and of equalities of lengths and angles for common figures: right triangle, isosceles triangle, equilateral triangle, square, rectangle and rhombus

our translation · original wording (FR): Connaître les propriétés de parallélisme des côtés opposés, des égalités de longueurs et d’angles pour les figures usuelles : triangle rectangle, triangle isocèle, triangle équilatéral, carré, rectangle et losange.

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.8

Recognizing quadrilaterals and their properties (we teach it in grade 3–7) · Classifying triangles by their sides and angles (we teach it in grade 4–6)
CM1.EG.9 (our numbering) · Teaching content · checked against the act

Reproduce or construct a square, a rectangle, a triangle, a right triangle or a circle, or assemblies of these figures, on any support (squared, dotted or plain paper), using a graduated ruler, a set square or a compass.

our translation · original wording (FR): Reproduire ou construire un carré, un rectangle, un triangle, un triangle rectangle ou un cercle ou des assemblages de ces figures sur tout support (papier quadrillé, pointé ou uni), avec une règle graduée, une équerre ou un compas.

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.9
CM1.EG.10 (our numbering) · Teaching content · checked against the act

Construct a geometric figure composed of line segments, straight lines, common polygons and circles.

our translation · original wording (FR): Construire une figure géométrique composée de segments, de droites, de polygones usuels et de cercles.

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.10
CM1.EG.11 (our numbering) · Teaching content · checked against the act

Recognise whether a figure has one or more axes of symmetry

our translation · original wording (FR): Reconnaître si une figure possède un ou plusieurs axes de symétrie

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.11

Finding the reflection of a point across a line (we teach it in grade 3–6)
CM1.EG.12 (our numbering) · Teaching content · checked against the act

Complete a figure so that it is symmetrical with respect to a given line, horizontal or vertical

our translation · original wording (FR): Compléter une figure pour la rendre symétrique par rapport à une droite donnée, horizontale ou verticale

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.12

Finding the reflection of a point across a line (we teach it in grade 3–6)
CM1.EG.13 (our numbering) · Teaching content · checked against the act

Construct, on squared paper, the figure symmetrical to a given figure with respect to a horizontal or vertical line

our translation · original wording (FR): Construire, sur papier quadrillé, la figure symétrique d’une figure donnée par rapport à une droite horizontale ou verticale

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, La géométrie plane, objectif CM1.EG.13

Finding the reflection of a point across a line (we teach it in grade 3–6)
CM1.EG.14 (our numbering) · Teaching content · checked against the act

Name a cube, a sphere, a cuboid, a cone, a pyramid, a cylinder and a right prism

our translation · original wording (FR): Nommer un cube, une boule, un pavé, un cône, une pyramide, un cylindre et un prisme droit

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.14

Recognize and name common solids (we teach it in grade 4–8)
CM1.EG.15 (our numbering) · Teaching content · checked against the act

Describe a cube, a cuboid, a pyramid and a right prism by referring to properties and using appropriate vocabulary

our translation · original wording (FR): Décrire un cube, un pavé, une pyramide et un prisme droit en faisant référence à des propriétés et en utilisant le vocabulaire approprié

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.15

Vertices, edges, and faces of prisms and pyramids (we teach it in grade 4–5)
CM1.EG.16 (our numbering) · Teaching content · checked against the act

Know the number and nature of the faces of a cube or a cuboid

our translation · original wording (FR): Connaître le nombre et la nature des faces d’un cube ou d’un pavé

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.16

Vertices, edges, and faces of prisms and pyramids (we teach it in grade 4–5)
CM1.EG.17 (our numbering) · Teaching content · checked against the act

Know the nature of the faces of a pyramid

our translation · original wording (FR): Connaître la nature des faces d’une pyramide

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.17

Vertices, edges, and faces of prisms and pyramids (we teach it in grade 4–5)
CM1.EG.18 (our numbering) · Teaching content · checked against the act

Know the nature of the faces of a right prism

our translation · original wording (FR): Connaître la nature des faces d’un prisme droit

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.18

Vertices, edges, and faces of prisms and pyramids (we teach it in grade 4–5)
CM1.EG.19 (our numbering) · Teaching content · checked against the act

Build a cube, a cuboid, a pyramid or a right prism

our translation · original wording (FR): Construire un cube, un pavé, une pyramide ou un prisme droit

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.19
CM1.EG.20 (our numbering) · Teaching content · checked against the act

Recognise a net of a cube

our translation · original wording (FR): Reconnaître un patron d’un cube

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.20

Recognizing the net of a cube (we teach it in grade 4–7)
CM1.EG.21 (our numbering) · Teaching content · checked against the act

Construct a net of a cube

our translation · original wording (FR): Construire un patron d’un cube

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Les solides, objectif CM1.EG.21

Recognizing the net of a cube (we teach it in grade 4–7)
CM1.EG.22 (our numbering) · Teaching content · checked against the act

Know and use the vocabulary related to movements

our translation · original wording (FR): Connaître et utiliser le vocabulaire lié aux déplacements

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Le repérage dans l’espace, objectif CM1.EG.22
CM1.EG.23 (our numbering) · Teaching content · checked against the act

Understand, use and produce a sequence of instructions that describe a movement using precise spatial vocabulary

our translation · original wording (FR): Comprendre, utiliser et produire une suite d’instructions qui décrivent un déplacement en utilisant un vocabulaire spatial précis

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Le repérage dans l’espace, objectif CM1.EG.23
CM1.EG.24 (our numbering) · Teaching content · checked against the act

Solve problems involving assemblies of cubes

our translation · original wording (FR): Résoudre des problèmes portant sur des assemblages de cubes

Programme de mathématiques du cycle 3, CM1, Espace et géométrie, Le repérage dans l’espace, objectif CM1.EG.24
CM1.OGD (our numbering) · Teaching content · checked against the act

Organisation and management of data

our translation · original wording (FR): Organisation et gestion de données

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données
CM1.OGD.1 (our numbering) · Teaching content · checked against the act

Collect data and produce a table, a bar chart or a set of points on a coordinate grid to present them

our translation · original wording (FR): Recueillir des données et produire un tableau, un diagramme en barres ou un ensemble de points dans un repère pour les présenter

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, objectif CM1.OGD.1

Organizing data in a table (we teach it in grade 1–6)
CM1.OGD.2 (our numbering) · Teaching content · checked against the act

Read and interpret data from a single- or double-entry table, a bar chart or a line graph

our translation · original wording (FR): Lire et interpréter les données d’un tableau à simple ou double entrée, d’un diagramme en barres ou d’une courbe

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, objectif CM1.OGD.2

Read and compare a bar chart (we teach it in grade 4–11)
CM1.OGD.3 (our numbering) · Teaching content · checked against the act

Solve one- or multi-step problems using data from a single- or double-entry table, a bar chart or a line graph

our translation · original wording (FR): Résoudre des problèmes en une ou plusieurs étapes en utilisant les données d’un tableau à simple ou double entrée, d’un diagramme en barres ou d’une courbe

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, objectif CM1.OGD.3

Read and compare a bar chart (we teach it in grade 4–11)
CM1.OGD.4 (our numbering) · Teaching content · checked against the act

Identify random experiments

our translation · original wording (FR): Identifier des expériences aléatoires

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.4

Distinguishing the certain, the possible, and the impossible (we teach it in grade 4)
CM1.OGD.5 (our numbering) · Teaching content · checked against the act

Identify all possible outcomes in a simple random experiment

our translation · original wording (FR): Identifier toutes les issues possibles lors d’une expérience aléatoire simple

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.5

Finding and counting all possible combinations (we teach it in grade 3–5)
CM1.OGD.6 (our numbering) · Teaching content · checked against the act

Understand and use appropriate vocabulary: "impossible", "possible", "certain", "likely", "unlikely", "a one in two chance"

our translation · original wording (FR): Comprendre et utiliser le vocabulaire approprié : « impossible », « possible », « certain », « probable », « peu probable », « une chance sur deux »

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.6

Distinguishing the certain, the possible, and the impossible (we teach it in grade 4)
CM1.OGD.7 (our numbering) · Teaching content · checked against the act

Compare outcomes of random experiments or events according to their probability of occurrence

our translation · original wording (FR): Comparer des issues d’expériences aléatoires ou des évènements selon leur probabilité de réalisation

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.7

Comparing the chances of an event (we teach it in grade 4–5)
CM1.OGD.8 (our numbering) · Teaching content · checked against the act

Understand that the fact that there are two possible outcomes does not mean that each has a one-in-two chance of occurring

our translation · original wording (FR): Comprendre que ce n’est pas parce qu’il y a deux issues possibles que chacune a une chance sur deux de se réaliser

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.8

Comparing the chances of an event (we teach it in grade 4–5)
CM1.OGD.9 (our numbering) · Teaching content · checked against the act

Recognise situations of equiprobability

our translation · original wording (FR): Reconnaître des situations d’équiprobabilité

Programme de mathématiques du cycle 3, CM1, Organisation et gestion de données, Les probabilités, objectif CM1.OGD.9

Comparing the chances of an event (we teach it in grade 4–5)
CM1.P (our numbering) · Teaching content · checked against the act

Proportionality

our translation · original wording (FR): La proportionnalité

Programme de mathématiques du cycle 3, CM1, La proportionnalité
CM1.P.1 (our numbering) · Teaching content · checked against the act

Identify a situation of proportionality

our translation · original wording (FR): Identifier une situation de proportionnalité

Programme de mathématiques du cycle 3, CM1, La proportionnalité, objectif CM1.P.1

Find the value for a single object (we teach it in grade 4–7)
CM1.P.2 (our numbering) · Teaching content · checked against the act

Being able to solve a proportionality problem

our translation · original wording (FR): Savoir résoudre un problème de proportionnalité

Programme de mathématiques du cycle 3, CM1, La proportionnalité, objectif CM1.P.2

Finding a missing number in a proportion (we teach it in grade 4–8) · Find the value for a single object (we teach it in grade 4–7) · Compare: "by how much" or "how many times" (we teach it in grade 3–10)

Skills step by step

Measuring an area by tiling with squares

Your child learns to determine and compare the area of plane figures by counting the squares on a grid and using the square centimeter.

Curriculum point CM1.GM.20 (our numbering) Compare the areas of different plane figures (our translation)
Curriculum point CM1.GM.21 (our numbering) Determine areas (our translation)
Curriculum point CM1.GM.22 (our numbering) Know and use square centimetres to express areas (our translation)
Curriculum point CM2.GM.1 (our numbering) Compare the areas of different plane figures (our translation)
Curriculum point CM2.GM.2 (our numbering) Determine areas (our translation)

In 4th grade, students learn to determine and compare the area of plane figures using regular tiling. They count the units of area that completely cover a surface without gaps or overlaps, especially on simple rectangles or figures composed of two rectangles, and discover the use of the square centimeter.

The most common mistake is confusing area and perimeter. Students sometimes count the segments of the outline instead of counting the interior area. Another common difficulty arises when the unit changes, for example when a reference tile actually corresponds to two small squares on the grid: the child then tends to count the squares one by one without adjusting their calculation.

In practice, the exercises offer very visual situations:

counting units to find how many tiles cover the rectangle or determining how many are missing to finish filling it;
comparing two figures to find out by how much one is larger than the other;
drawing a rectangle with a given area, or finding the length of a side knowing the area and the other side.

Create a worksheet for this skill Multiple-choice test

Task types: Rectangle area: how many squares cover it? · Area and one side: how long is the other · Area by tiling: choose the correct answer · Area by tiling: true or false · Area with tiles: how many two-square tiles? · Area: correct someone else's answer · Draw a rectangle with the given area · Area of a shape made of two rectangles · Area of two shapes: how much bigger is one? · Area with tiles: how many tiles are still missing? · Area on a grid: how many squares cover the shape? (grade 2–3)

Finding the missing number in an equality

Your child learns to determine the missing number represented by a box to restore balance to an equality.

Curriculum point CM1.NC.60 (our numbering) Find the missing number in an equation with a gap (our translation)
Curriculum point CM2.NC.64 (our numbering) Find the missing number in an equation with a gap (our translation)
Curriculum point CP.NC.15 (our numbering) Understand and use the symbols "+", "-" and "=". (our translation)
Curriculum point CP.NC.23 (our numbering) Finding the complement of a number to the next ten. (our translation)

In 4th grade, students consolidate their understanding of the = sign by practicing finding the missing number in open sentences. By working with whole numbers up to 999,999, they learn to view equality not as a one-way calculation, but as a strict balance between both sides of the expression.

The most common mistake is to see the equal sign merely as an instruction to carry out the visible operation immediately. In a subtraction equation with a missing starting amount, children often instinctively subtract the two given numbers instead of adding them to find the initial value from which a part was taken away.

During practice, situations take the form of concrete equations: finding how much to add to balance both sides, finding the value of a missing box in a sum of three numbers, or deducing the weight of a hidden block on a balanced scale. The exercises also prompt students to fill in two missing boxes one after the other or to place the correct sign to make the equation true.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Put the sign between the sum and the number · Equal sides: how many more to add · Break apart a number within 10 (grade 1) · Break apart a number within 10: choose the result (grade 1) · Break apart a number within 10: true or false (grade 1) · Equation with a box: choose the missing number (grade 3) · Missing addend (box equation) (grade 3) · A balanced scale: how much does the hidden block weigh (grade 2–3) · Box in subtraction: what number was taken from? (grade 2–3) · Equation with a box: missing first addend (grade 2–3) · Equation with a box: true or false (grade 2–3) · Equation with a box: a sum of three numbers (grade 3) · Equation with a box: fill in both boxes (grade 2–3)

Mastering multiplication tables up to 100

Your child consolidates multiplication tables up to 100 to instantly recall a result or identify a missing factor in both directions.

Curriculum point CE1.NC.23 (our numbering) Understand and use the symbol "×". (our translation)
Curriculum point CE1.NC.27 (our numbering) Know the multiplication tables in both directions. (our translation)
Curriculum point CE1.NC.28 (our numbering) Know common multiplication facts. (our translation)
Curriculum point CE1.NC.35 (our numbering) Calculate the product of a number between 11 and 19 and a number less than 10 by decomposing the larger of the two factors into the sum of two numbers (distributivity property of multiplication over addition). (our translation)
Curriculum point CE1.NC.39 (our numbering) Solve one-step multiplicative problems. (our translation)
Curriculum point CE2.NC.21 (our numbering) Know the multiplication tables in both directions. (our translation)
Curriculum point CE2.NC.22 (our numbering) Know common multiplication facts. (our translation)
Curriculum point CM1.NC.35 (our numbering) Know common number facts relating to whole numbers (our translation)
Curriculum point CM2.NC.35 (our numbering) Know common number facts with whole numbers (our translation)
Curriculum point CP.NC.17 (our numbering) Understand the meaning of multiplication. (our translation)

In Grade 4, students consolidate their mastery of basic number facts by using multiplication tables with products up to 100. They know how to use these equalities both ways: immediately recalling the product of two numbers (such as 7 × 8 = 56) or identifying the missing factor when the result is known (knowing that 56 is 7 × 8 or 8 × 7).

The most common mistake occurs with the higher multiplication tables (6, 7, 8, and 9) or in missing-number calculations. Rather than directly recalling the memorized multiplication fact, some children try to count up step by step by adding the number repeatedly, which often leads to being off by one in the result or confusing neighboring products, such as 6 × 7 and 7 × 8.

In practice, this skill is developed through a variety of activities:

completing multiplication facts or finding a missing factor (for example: ... × 6 = 48);
checking an equation to spot a calculation error;
comparing two operations to determine which product is greater and calculating their difference;
counting objects arranged in rows and columns (dots in an array, equal groups) and solving short, concrete word problems, sometimes containing extraneous information.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Missing factor: choose the number (grade 3) · Times tables: choose the result (grade 3) · Multiplication as addition: how many times it was taken (grade 2–3) · Multiplication table (to 100) (grade 3) · Multiplication: equal groups altogether (grade 2–3) · Multiplication: how many dots in the array (grade 2–3) · Missing factor (multiplication table) (grade 3) · Multiplication with one number too many (grade 3) · Multiplication: check and find the mistake (grade 3) · Multiplication: which is larger and by how much? (grade 3)

Finding and counting all possible combinations

In fourth grade, your child learns to systematically list and count all possible combinations or pairs without missing any or counting any twice.

Curriculum point CE2.NC.34 (our numbering) Solve problems involving Cartesian products. (our translation)
Curriculum point CM1.NC.58 (our numbering) Solve counting problems (our translation)
Curriculum point CM1.OGD.5 (our numbering) Identify all possible outcomes in a simple random experiment (our translation)
Curriculum point CM2.NC.61 (our numbering) Solve counting problems (our translation)
Curriculum point CM2.OGD.4 (our numbering) Identify all possible outcomes in a simple random experiment (our translation)
Curriculum point CM2.OGD.5 (our numbering) Identify all the outcomes that realise an event in a simple random experiment (our translation)
Curriculum point CM2.OGD.9 (our numbering) In situations of equal likelihood, list all possible outcomes of a two-stage random experiment in a table or a tree diagram in order to determine probabilities (our translation)

In Grade 4, students learn to solve counting problems by organizing their search systematically. Faced with concrete situations involving two or three categories of items (for example clothing, menus, or accessories), children identify all possible combinations. They thus discover how to connect these groupings to multiplication.

The most common hurdle lies in unsystematic listing: without an organizational method, students forget certain options or count the same pair multiple times. Another classic mistake is adding the items instead of multiplying them, for example answering 7 instead of 12 for a choice between 3 pairs of pants and 4 shirts.

During practice, exercises prompt students to explicitly list all the possibilities or to calculate the total number of combinations. Students also practice determining the impact of a change (such as adding a new item or removing a damaged article) and finding a missing quantity when the total number of pairs is already provided.

Create a worksheet for this skill Multiple-choice test

Task types: Combinations: how many different sets can you make? · How many different pairs: choose the correct answer · How many different pairs: true or false · List all the combinations · Combinations: how many more pairs after adding one? · Combinations: how many pairs are left after one breaks? · Combinations: how many sets from three kinds? · Known number of pairs: how many in the other set

Completing a table with a calculation rule

The student learns to apply a calculation rule to complete a correspondence table or find the input number of a calculating machine.

Curriculum point 5e.PF.10 (our numbering) Read and interpret a table of values. (our translation)
Curriculum point 5e.PF.13 (our numbering) Translate the dependency relationship between two quantities into a table of values, based on a formula. (our translation)
Curriculum point 5e.PF.5 (our numbering) Represent a situation of proportionality using a table or a graph. (our translation)
Curriculum point 5e.PF.8 (our numbering) Introduce the expression "en fonction de" in concrete or mathematical contexts. (our translation)
Curriculum point 5e.PF.9 (our numbering) Produce a table of values. (our translation)
Curriculum point 5e.PI.5 (our numbering) Predict the value of a computational expression before executing it. (our translation)
Curriculum point 6e.PI.2 (our numbering) Produce and execute a sequence of instructions (our translation)
Curriculum point CM1.NC.63 (our numbering) Execute a calculation program (our translation)
Curriculum point CM2.NC.66 (our numbering) Execute or produce a calculation programme (our translation)

In 4th grade, students learn to execute a calculation sequence step by step. In an input-output table, they apply a systematic rule (such as multiplying by a given factor or subtracting a fixed value) to whole numbers to determine the result associated with each step.

The most common mistake occurs when finding the starting number from the final result: students often apply the rule in the wrong direction, repeating the direct operation (for example, multiplying instead of dividing) rather than using the inverse operation. Another common difficulty is validating a rule based on a single example without checking its consistency across the rest of the table.

On practice worksheets, the activity is often illustrated with a "machine" showing inputs and outputs. The exercises ask students to complete columns according to a multiplication or subtraction rule, find the missing number, correct an incorrect entry, or identify the hidden formula of the table.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Function table: calculation program · Function table: fill in using the multiplying rule · Rule table (subtraction): fill in the results · Function table: find the rule · Machine rule: choose the number · Rule table: choose what comes out of the machine · Rule table: correct the mistake · Rule table: which number went in

Vertices, edges, and faces of prisms and pyramids

Your child learns to count and name the vertices, edges, and faces of a pyramid or a right prism from a drawing.

Curriculum point CM1.EG.15 (our numbering) Describe a cube, a cuboid, a pyramid and a right prism by referring to properties and using appropriate vocabulary (our translation)
Curriculum point CM1.EG.16 (our numbering) Know the number and nature of the faces of a cube or a cuboid (our translation)
Curriculum point CM1.EG.17 (our numbering) Know the nature of the faces of a pyramid (our translation)
Curriculum point CM1.EG.18 (our numbering) Know the nature of the faces of a right prism (our translation)
Curriculum point CM2.EG.14 (our numbering) Describe a cube, a cuboid, a pyramid or a right prism by referring to properties and using appropriate vocabulary (our translation)

In 4th grade, your child learns to describe solids such as pyramids and right prisms using precise geometric vocabulary: face, edge, and vertex. They discover the geometric shape of their faces and learn to count each of these characteristic elements.

The most common mistake is forgetting the hidden parts of the solid. In a perspective drawing, children often tend to count only what is visible in the foreground, or to confuse an edge (a line where two faces meet) with a vertex (the point where several edges meet).

In written work, activities take the form of direct counting questions (for example, How many edges does the prism have? or How many faces does the pyramid have?) or exercises where students must point to and count the edges, vertices, and faces directly on the drawing of the solid.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Comparing the chances of an event

In CM1, students learn to compare the likelihood of simple events occurring and to recognize situations where the chances are equal.

Curriculum point CM1.OGD.7 (our numbering) Compare outcomes of random experiments or events according to their probability of occurrence (our translation)
Curriculum point CM1.OGD.8 (our numbering) Understand that the fact that there are two possible outcomes does not mean that each has a one-in-two chance of occurring (our translation)
Curriculum point CM1.OGD.9 (our numbering) Recognise situations of equiprobability (our translation)
Curriculum point CM2.OGD.7 (our numbering) Compare probabilities in simple cases (our translation)

In 4th grade, students approach the first concepts of probability intuitively. They learn to compare events to identify what is most likely, least likely, or whether there is an equal chance of getting one outcome over another (equally likely events). Activities are based on directly counting small sets of concrete objects, such as marbles of different colors in a bag.

The most common mistake stems from a misconception about chance: children often rely on personal preferences or imagine that a past draw influences the next one (for example, believing that a red marble is more likely to be drawn because it hasn't appeared recently). Another difficulty lies in recognizing equal likelihood when the visual arrangement of objects is misleading.

During practice, exercises feature very concrete, illustrated scenarios:

Observing a draw and choosing which outcome is most likely to occur (“What are you most likely to pick?”).
Adding items to a collection to follow a given instruction (“Fill the bag: greater, lesser, or equal chance”).
Evaluating a character's statement to confirm or correct their comparison of likelihoods.

Create a worksheet for this skill Multiple-choice test

Task types: A bag of marbles: which is more likely · Chance: correct the comparison · Chance: is the comparison correct? · Chance: what are you most likely to draw? · Chance: which is bigger? Choose · Fill the bag: bigger, smaller or equal chance

Estimating everyday measurements and prices

In 4th grade, your child learns to estimate everyday lengths, masses, and amounts by rounding numbers to quickly calculate an order of magnitude.

Curriculum point CE1.GM.12 (our numbering) Have some reference masses. Estimate the mass of everyday objects in grams or kilograms. (our translation)
Curriculum point CE1.GM.7 (our numbering) Estimate the length of an everyday object. (our translation)
Curriculum point CE2.GM.16 (our numbering) Estimate the mass of an object. (our translation)
Curriculum point CE2.GM.7 (our numbering) Estimate the length of an object or a distance. (our translation)
Curriculum point CM1.GM.15 (our numbering) Estimate the mass of an object (our translation)
Curriculum point CM1.GM.6 (our numbering) Estimate the length of an object or a distance (our translation)

In 4th grade, students learn to work with concrete measurements by estimating the length of an object, a distance, or a mass without direct measuring tools. In computation, they practice simplifying everyday numbers, particularly by rounding to the nearest ten or rounding up to estimate the result of an addition or subtraction.

A common difficulty lies in the urge to calculate the exact result: many children perform the entire calculation mentally instead of substituting simple approximate values. Another common mistake arises in practical situations, such as forgetting to round up when making sure they have enough money to pay for a purchase.

On worksheets, exercises are based on real-life contexts:

Estimating expenses with worksheets like About how much will we pay in total? and Estimate a cost by rounding up.
Calculating an estimate with Estimate the sum: round to the nearest ten or Estimate the difference.
Checking the spatial or physical feasibility of a situation with the format Does it fit?.

Create a worksheet for this skill Multiple-choice test

Task types: Estimation: will the result fit · About how much will we pay in total (grade 3) · Estimate the difference: round to the nearest ten (grade 3) · Estimate the sum: round to the nearest ten (grade 3) · Estimating a cost by rounding up (grade 3) · Estimation: find prices that match the estimate (grade 3)

Reading the exact time on an analog clock

In fourth grade, your child learns to read the exact time on an analog clock and to correctly place the hands for any given time in hours and minutes.

Curriculum point CE1.GM.19 (our numbering) Read the time on an analogue clock (when the time is given in whole hours, in hours and half hours, or in hours and quarter hours). (our translation)
Curriculum point CE1.GM.20 (our numbering) Set the hands of a clock to show a given time in whole hours, in hours and half hours, or in hours and quarter hours. (our translation)
Curriculum point CE1.GM.21 (our numbering) Know, use and distinguish the hours of the morning and those of the afternoon. (our translation)
Curriculum point CE2.GM.23 (our numbering) Read the time on an analogue clock. (our translation)
Curriculum point CE2.GM.24 (our numbering) Setting the hands of a clock to show a given time in whole hours or in hours and minutes. (our translation)
Curriculum point CM1.GM.26 (our numbering) Read the time on an analogue clock (our translation)
Curriculum point CM1.GM.27 (our numbering) Setting the hands of a clock to show a given time in hours and minutes (our translation)
Curriculum point CM2.GM.12 (our numbering) Read the time on an analogue clock (our translation)
Curriculum point CM2.GM.13 (our numbering) Setting the hands of a clock to show a given time in hours, minutes and seconds (our translation)
Curriculum point CP.GM.15 (our numbering) Read a given time in whole hours on an analogue clock with hands. (our translation)
Curriculum point CP.GM.16 (our numbering) Set the hands of a clock to show a given time (only whole hours less than or equal to twelve). (our translation)
Curriculum point CP.GM.17 (our numbering) Associate a time with a moment of the day. (our translation)

In Grade 4, your child consolidates reading an analog clock face. They are now able to tell time accurately and set the hands for a given time in hours and minutes. At this stage, time is measured to the nearest minute, with the study of seconds reserved for Grade 5.

The most common mistake occurs when the minute hand approaches the next hour, for example at 9:50: the child sees the hour hand almost aligned with the 10 and says 10:50. Another frequent confusion stems from the dual role of the markings on the clock face, as students sometimes confuse the minute tick marks with the hour numbers (such as reading 3:08 instead of 3:40).

To practice, students work on concrete exercise sheets:

writing the time shown on a clock face or comparing several clocks to identify which one is furthest ahead;
calculating how many minutes are left until the next top of the hour;
analyzing a statement in the form of true or false and correcting clock-reading errors.

Create a worksheet for this skill Multiple-choice test

Task types: Reading a clock: true or false (grade 2–3) · Reading a clock: which time is on the dial (grade 2–3) · Reading the clock (grade 3) · Clock: correct the mistake in reading (grade 2–3) · Clock: how many minutes to the full hour? (grade 3) · Clock: which shows the earlier time? (grade 3)

Distinguishing the certain, the possible, and the impossible

The student learns to identify a situation involving chance and to describe an event using the words "certain", "possible", or "impossible".

Curriculum point CM1.OGD.4 (our numbering) Identify random experiments (our translation)
Curriculum point CM1.OGD.6 (our numbering) Understand and use appropriate vocabulary: "impossible", "possible", "certain", "likely", "unlikely", "a one in two chance" (our translation)

In fourth grade, students are introduced to probability by observing concrete situations involving chance, such as drawing marbles or rolling dice. They learn to evaluate the likelihood of an event and associate it with the appropriate vocabulary: certain when the event will definitely happen, possible when there is a chance it might happen, or impossible when it cannot happen at all.

The typical difficulty lies in confusing what is simply rare with what is impossible, or what is very likely with what is certain. Children tend to judge an event based on their intuition: in a bag containing nine red marbles and only one green marble, drawing a red marble is not certain (because the green one exists), and drawing the green marble is not impossible.

In written activities, tasks rely on highly guided visual aids. For example, students must choose the correct label for a given draw, evaluate a statement with True or false, or spot an error in Correct: certain, possible, or impossible. In exercises like Fill the bag, they do the reverse by drawing colored marbles themselves to make an outcome impossible, possible, or certain.

Create a worksheet for this skill Multiple-choice test

Task types: Certain, possible or impossible · Certain, possible or impossible? Choose · Certain, possible or impossible? True or false · Fill the bag: certain, possible or impossible · Correct it: certain, possible or impossible

Organizing data in a table

The student learns to organize data in a table or a graph, calculate totals, and find a missing value.

Curriculum point 6e.OGD.3 (our numbering) Construct a simple table to present data (observations, characteristics) (our translation)
Curriculum point CE1.OGD.1 (our numbering) Produce a table or a bar chart to present collected data. (our translation)
Curriculum point CE2.OGD.1 (our numbering) Produce a table or a bar chart to present collected data. (our translation)
Curriculum point CE2.OGD.2 (our numbering) Read and interpret the data in a two-way table or a bar chart. (our translation)
Curriculum point CM1.OGD.1 (our numbering) Collect data and produce a table, a bar chart or a set of points on a coordinate grid to present them (our translation)
Curriculum point CM2.OGD.1 (our numbering) Collect data and produce a table, a bar chart or a set of points on a coordinate plane to present the collected data (our translation)
Curriculum point CP.OGD.1 (our numbering) Collect data and present this data in the form of a table or a bar chart. (our translation)
Curriculum point CP.OGD.2 (our numbering) Construct and complete a two-way table. (our translation)

In 4th grade, your child learns to organize numerical data to make it easy to read. They fill in data tables, calculate sums by row or column, and interpret visual representations such as pictograms, where a symbol can represent multiple units.

The most common mistake occurs with pictograms: children often instinctively count each picture as a single unit, forgetting to multiply by the value indicated in the key. Another common difficulty arises when finding missing data: students correctly add up the visible cells, but then forget to subtract this result from the given total.

Through practice exercises, students work on concrete situations:

Determining an overall sum with How many in all in the table or verifying a result with Table total: true or false.
Finding an unknown quantity with The missing row when the total is known.
Converting illustrated data into numbers with the exercise Pictogram: one picture stands for many.

Create a worksheet for this skill Multiple-choice test

Task types: Table: how many altogether? · Tally chart – most minus least: find the mistake · Tally chart: four rows altogether · Tally chart: four rows altogether: choose the result · Tally chart: most minus least · Tally chart: most minus least: true or false · Pictogram: one picture stands for several · The missing row when the total is known · Total from a table: choose the correct answer · Total from a table: true or false · Tally chart – total: find the mistake (grade 1–3) · Tally chart – two rows together: find the mistake (grade 1–2) · Tally chart: count the marks (K – grade 1) · Tally chart: how many more (grade 1–3) · Tally chart: how many more: choose the result (grade 1–3) · Tally chart: read a row (grade 1–3) · Tally chart: the biggest row (grade 1–2) · Tally chart: the biggest row: choose the result (grade 1–2) · Tally chart: total (grade 1–3) · Tally chart: total: true or false (grade 1–3) · Tally chart: two rows together (grade 1–2) · Tally chart: two rows together: true or false (grade 1–2) · Tally chart: how many marks to add (grade 1–2) · Tally chart: the hidden row (grade 2–3) · Tally chart: the hidden row: choose the result (grade 2–3)

Finding an unknown number represented by a letter

Your child learns to find the value of an unknown number, represented by a letter or a symbol, in a simple equation.

Curriculum point 5e.NC.43 (our numbering) Give the letter the status of an unknown. (our translation)
Curriculum point 5e.NC.45 (our numbering) Solve equations of the type a𝑥 = c or 𝑥 + b = c using arithmetic methods based on inverse operations. (our translation)
Curriculum point 6e.NC.27 (our numbering) Complete multiplicative equations with blanks (our translation)
Curriculum point CM1.NC.61 (our numbering) Determine the value of an unknown number by using a symbol or a letter to represent it (our translation)

In Grade 4, students begin to formalize finding a mystery number by using a letter or a symbol to represent an unknown quantity. They learn to determine this value to make an equation true, particularly through missing-number equations involving addition, subtraction, or multiplication tables.

A classic mistake is to directly combine the two visible numbers without considering the role of the equals sign. For example, when faced with a multiplication equation, a student often calculates the product of the two displayed numbers instead of finding the missing factor through division or by working backwards.

In the practice worksheets under the prompt Solve the equation, your child works with simple, one-step equations. They must mentally isolate the required calculation and write the exact value that replaces the letter or symbol.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Equation a · x = b: find the mistake · Equation a · x = b: is the number a solution? · Equation a × x = b · Equation x + a = b · Equation x ÷ a = b · Equation x − a = b · Equation x − a = b: choose the solution · Equation x + a = b: change on both sides

Addition and subtraction of decimal numbers

In Grade 4, students learn to set up and calculate additions and subtractions with decimal numbers, as well as perform simple mental calculations without carrying.

Curriculum point 5e.NC.1 (our numbering) Add, subtract, multiply and divide to solve problems and check the plausibility of one's result. (our translation)
Curriculum point 6e.NC.14 (our numbering) Adding and subtracting decimal numbers (our translation)
Curriculum point CM1.NC.38 (our numbering) Add or subtract a whole number less than 10 of units, tens, hundreds, tenths or hundredths to or from a decimal number, when there is no carrying (our translation)
Curriculum point CM1.NC.49 (our numbering) Set out in columns and carry out additions and subtractions of decimal numbers (our translation)
Curriculum point CM2.NC.39 (our numbering) Adding or subtracting a whole number to or from a decimal number when there is no carrying or borrowing (our translation)
Curriculum point CM2.NC.40 (our numbering) Adding a whole number to a decimal number when there is a carry-over (our translation)
Curriculum point CM2.NC.43 (our numbering) Add two decimal numbers less than 10, written with at most one digit after the decimal point (our translation)

In fourth grade, your child learns how to set up in columns and perform addition and subtraction with decimal numbers. In mental math, they practice adding or subtracting, without regrouping, a number of ones, tenths, or hundredths less than 10 to or from a decimal number (for example, adding 3 tenths to 4.52).

The main difficulty lies in aligning the numbers: children often instinctively align the digits to the right, just as they did with whole numbers. They then run the risk of mixing up place values and adding tenths to hundredths or ones, instead of strictly aligning the decimal points.

In practice, exercises require students to set up and carry out additions or subtractions of decimal numbers. This skill is also used in real-life measurement situations, such as adding masses expressed with decimals.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Add decimals · Decimals – addition: find the mistake · Decimals – subtraction: find the mistake · Decimals: addition — choose the result · Decimals: addition — true or false · Decimals: subtraction — choose the result · Decimals: subtraction — true or false · Subtract decimals · Add masses written as decimals · Decimals: the missing addend · Decimals: the missing number to subtract

Multiplying and dividing by 10, 100 or 1,000

Your child learns to multiply a whole number by 10, 100 or 1,000, and to multiply or divide a decimal number by 10.

Curriculum point 6e.NC.15 (our numbering) Multiply a whole number or a decimal number by 0.1, by 0.01, and by 0.001 (our translation)
Curriculum point 6e.NC.16 (our numbering) Know the link with division by 10, 100 and 1,000 (our translation)
Curriculum point CM1.NC.39 (our numbering) Multiplier un nombre entier par 10, 100 ou 1 000
Curriculum point CM1.NC.40 (our numbering) Multiplying a decimal number by 10 (our translation)
Curriculum point CM1.NC.41 (our numbering) Divide a decimal number by 10 (our translation)
Curriculum point CM2.NC.41 (our numbering) Multiplier un nombre décimal par 10, 100 ou 1 000
Curriculum point CM2.NC.42 (our numbering) Dividing a decimal number by 10, 100 or 1,000 (our translation)

In 4th grade, students consolidate calculation with whole numbers by multiplying by 10, 100, or 1,000. This is also the year they apply these mechanisms to decimals: the curriculum first requires knowing how to multiply a decimal number by 10 and to divide a decimal number by 10. These calculations prepare for the extension to 100 and 1,000 covered by the end of Cycle 3.

The classic trap is reusing the whole-number reflex: "to multiply by 10, add a zero." Faced with 4.5 × 10, students often write 4.50, thinking they have made the number larger. They must understand that it is the position of the digits that changes: when multiplying by 10, the 4 ones become 4 tens and the 5 tenths become 5 ones, which gives 45.

In practice, the practice worksheets offer direct calculations to solve without setting up the operation. The exercises are based on the templates Multiply by 10, 100, 1,000 and Divide by 10, 100, 1,000, as well as the template Multiply by 0.1, 0.01, 0.001 to make the connection with division.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Divide by 10, 100 or 1000 (grade 5–6) · Dividing by 10, 100, 1000: choose the result (grade 5–6) · Multiply by 0.1, 0.01 or 0.001 (grade 5–6) · Multiply by 10, 100 or 1000 (grade 5–6) · Multiplying by 10, 100, 1000: choose the result (grade 5–6) · Multiplying by 10, 100, 1000: what was it multiplied by? (grade 5–6)

Converting lengths from millimeters to kilometers

In CM1, your child learns to use units of length from millimeters to kilometers and to convert from one unit to another.

Curriculum point 5e.EG.27 (our numbering) Solve problems involving conversions of units of length and units of area. (our translation)
Curriculum point 6e.GM.5 (our numbering) Solve problems involving lengths (our translation)
Curriculum point CE2.GM.2 (our numbering) Know the relationships between units of length. (our translation)
Curriculum point CM1.GM.1 (our numbering) Know and use the units of length from millimetre to kilometre and their associated symbols (our translation)
Curriculum point CM1.GM.2 (our numbering) Know the relationships between units of length (our translation)
Curriculum point CM1.GM.4 (our numbering) Compare lengths (our translation)

In fourth grade, students learn to use units of length measurement ranging from the millimeter (mm) to the kilometer (km) and their symbols. Building on their mastery of whole numbers up to 999,999, they apply fundamental relationships between these measurements, such as the fact that 1 meter is equal to 100 centimeters or 1 kilometer to 1,000 meters.

The main difficulty often lies in managing zeros when changing units: students can easily confuse a factor of 10, 100, or 1,000, or hesitate about the direction of the operation when moving from a smaller unit to a larger unit, forgetting whether to multiply or divide by ten.

In practice, the exercises target specific skills:

Convert to a smaller unit of length, for example, converting 5 meters into centimeters;
Convert to a larger unit of length, such as converting 3,000 meters into kilometers;
Write the length in a single unit, to simplify a compound measurement, for example, writing 2 m and 45 cm as 245 cm.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: A length in one unit: find the mistake · A length in one unit: insert the sign · A length in one unit: true or false · Convert to a larger unit of length · Convert to a smaller unit of length · Units of length: choose the converted value · Units of length: compare · Write a length in one unit · Adding lengths given in two units

Compare: "by how much" or "how many times"

The student learns to distinguish comparison by difference from multiplicative comparison to determine whether a quantity is “more” or “how many times more” than another.

Curriculum point 2de.AUT.1 (our numbering) Compare two numbers directly or by calculation: • of their difference; • if they are strictly positive, of their quotient. (our translation)
Curriculum point 2de.NC.18 (our numbering) Additive comparison (by difference), multiplicative comparison (by ratio, for two strictly positive numbers). (our translation)
Curriculum point 2de.NC.26 (our numbering) Compare two quantities using their difference, or their ratio in the case of positive quantities. Interpret, depending on the context, this comparison in terms of additive or multiplicative variation. (our translation)
Curriculum point CE2.NC.33 (our numbering) Solve one-step multiplicative comparison problems. (our translation)
Curriculum point CM1.NC.56 (our numbering) Solve multiplicative comparison problems (our translation)
Curriculum point CM1.P.2 (our numbering) Being able to solve a proportionality problem (our translation)
Curriculum point CM2.NC.60 (our numbering) Solve multiplicative comparison problems (our translation)
Curriculum point CM2.P.2 (our numbering) Be able to solve a proportionality problem (our translation)

In 4th grade, students consolidate solving multiplicative comparison problems. They learn to clearly identify the relationship between two quantities: is it a difference measured by subtraction, or a ratio where one quantity is multiplied relative to another? They then apply addition/subtraction or multiplication/division depending on the meaning of the question.

The most common mistake stems from confusing the terms: as soon as a problem contains the word "more", students tend to look for a simple difference through subtraction. They often struggle to interpret the phrase "times more", which involves applying a multiplying factor rather than adding or subtracting a fixed amount.

During practice, activities contrast these two situations through targeted prompts:

questions such as How much greater?, which require calculating a difference using subtraction;
questions like How many times greater? or How many times more?, which require identifying the multiplying factor linking the two numbers.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: A number k times as large · Comparison by difference: how much greater · Comparison by ratio: how many times as large · Comparison by ratio: how many times as many (word problem) · How many times as large: choose the answer · How much greater one number is: choose the answer

Calculate durations and convert time

In 4th grade, your child learns to measure the elapsed time between two times and to convert durations expressed in minutes and seconds.

Curriculum point 6e.GM.12 (our numbering) Carry out calculations with times and durations (our translation)
Curriculum point 6e.GM.13 (our numbering) Solve problems involving schedules and durations (our translation)
Curriculum point 6e.GM.14 (our numbering) Convert durations (our translation)
Curriculum point CE2.GM.26 (our numbering) Solve one- or two-step problems involving durations. (our translation)
Curriculum point CM1.GM.28 (our numbering) Compare and measure elapsed durations between two times shown on a clock (times and durations are expressed in hours and minutes) (our translation)
Curriculum point CM1.GM.29 (our numbering) Solve one- and two-step problems involving durations (our translation)
Curriculum point CM2.GM.13 (our numbering) Setting the hands of a clock to show a given time in hours, minutes and seconds (our translation)
Curriculum point CM2.GM.14 (our numbering) Compare and measure elapsed times between two instants shown on a clock (instants and durations are expressed in hours, minutes and seconds) (our translation)
Curriculum point CM2.GM.15 (our numbering) Solve one- or multi-step problems involving durations (our translation)

In 4th grade, students learn to determine an elapsed time between two times shown on a clock, in hours and minutes. They practice solving concrete one- or two-step problems involving departure times, arrival times, or travel durations, while working with equivalences between minutes and seconds.

The classic pitfall lies in the reflex to use base 10 instead of base 60. Students often forget that a minute contains 60 seconds and an hour has 60 minutes. They then perform column subtractions as they would with ordinary numbers, leading them, for example, to calculate that there are 70 minutes between 8:45 and 9:15 instead of 30 minutes.

In practice, the exercises are based on three concrete situations:

Minutes and seconds to seconds: convert a mixed duration (such as 3 min 20 s) into a total number of seconds by first calculating full hours or minutes.
How many minutes have passed?: observe two successive analog clocks to find the number of elapsed minutes.
How long did it last?: solve everyday word problems to determine the exact duration of an event.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Minutes and seconds to seconds · Durations: compare · Elapsed time word problem: how long did it last · Elapsed time: choose how many minutes passed · Minutes and seconds: find the mistake · Minutes and seconds: true or false · Time on a clock: how many minutes passed

Continuing a sequence of numbers according to a rule

Your child learns to identify the pattern in a number sequence to formulate the calculation rule and add the following terms.

Curriculum point 6e.NC.43 (our numbering) Identify the structure of a growing pattern by recognising a regularity and identifying a structure (our translation)
Curriculum point CM1.NC.64 (our numbering) Identify and formulate a calculation rule to continue a number sequence (our translation)
Curriculum point CM1.NC.65 (our numbering) Identify patterns and extend a growing pattern (our translation)
Curriculum point CM2.NC.67 (our numbering) Identify and formulate a calculation rule to continue a sequence of numbers (our translation)
Curriculum point CM2.NC.68 (our numbering) Identify patterns and continue a growing sequence of patterns (our translation)
Curriculum point CM2.NC.69 (our numbering) Find the number of elements for a given step in a growing pattern sequence (our translation)

In fourth grade, students learn to analyze an ordered sequence of numbers up to 999,999 in order to discover the pattern used to move from one number to the next. They clearly state the calculation rule discovered—mainly the regular addition of a fixed value or repeated multiplication—and then apply it to determine the next terms.

The most common mistake occurs when a child simply compares the first two numbers without checking whether their hypothesis works across the entire given sequence. They then risk confusing addition and multiplication (for example, adding 4 instead of multiplying by 2 in the sequence 4, 8, 16...) or applying an incorrect difference when crossing ten thousands or hundred thousands.

In practice, the work is organized around targeted exercises:

Sequence: always add the same step, where the addition rule is explicit and helps automate step-by-step calculation.
Sequence: always multiply by the same number, which uses multiplication in a systematic way.
Find the rule and continue the sequence, where students must first identify the hidden pattern themselves before extending the sequence.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Pattern with a constant step: choose the term · Pattern with a constant step: find the mistake · Pattern with a constant step: true or false · Pattern: add the same step · Pattern: multiply by the same number · Spot the rule and continue the pattern · Visual pattern: how many squares in figure n · Pattern with a constant step: the first term (grade 5–6) · Pattern with a constant step: which term is it (grade 5–6)

Adding and subtracting fractions with the same denominator

In CM1, students learn to add and subtract fractions with the same denominator by performing the operation only on the numerators.

Curriculum point CE1.NC.21 (our numbering) Add and subtract fractions with the same denominator. (our translation)
Curriculum point CE2.NC.14 (our numbering) Add and subtract fractions. (our translation)
Curriculum point CM1.NC.21 (our numbering) Add and subtract fractions (our translation)
Curriculum point CM2.NC.20 (our numbering) Adding and subtracting fractions (our translation)

In 4th grade, your child learns to add and subtract fractions with the same denominator. They work with fractional notations to combine or take away parts of the same whole: because the parts are the same size, they keep the common denominator and perform the operation only on the numerators.

The most common mistake is to add or subtract the denominators as well, for example writing that 2/5 + 1/5 equals 3/10. The child automatically applies the rules of whole numbers to each part of the fraction, forgetting that the denominator only indicates the size of the parts and must not change.

The practice worksheets provide direct application exercises guided by two specific instructions: Add fractions with the same denominator and Subtract fractions with the same denominator. Students solve calculations written in a line, such as 3/8 + 4/8 or 5/6 - 2/6, by writing the resulting fraction directly.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Add fractions with like denominators · Fractions with like denominators: choose the sum · Fractions with like denominators: find the mistake · Fractions with like denominators: the missing numerator · Fractions with like denominators: true or false · Fractions: how much is missing to make a whole? · Subtract fractions with like denominators · Subtracting fractions: choose the difference · Subtracting fractions: find the mistake · Subtracting fractions: take away from a whole · Subtracting fractions: the missing numerator · Subtracting fractions: true or false · Fractions with like denominators: a sum greater than 1 · Fractions with like denominators: compare the sums · Subtracting fractions: compare the differences · Fractions: how many pairs make a whole?

Fractions greater than 1 and mixed numbers

Your child learns to convert a fraction greater than 1 into the sum of a whole number and a fraction less than 1, and to do the reverse.

Curriculum point 6e.NC.34 (our numbering) Ordering a list of numbers written as fractions or mixed numbers (our translation)
Curriculum point 6e.NC.6 (our numbering) Associate and use different representations of a decimal number: decimal notation, fraction, mixed number, percentage (our translation)
Curriculum point CM1.NC.15 (our numbering) Knowing how to write a fraction greater than 1 as the sum of a whole number and a fraction less than 1 (our translation)
Curriculum point CM1.NC.16 (our numbering) Knowing how to write the sum of a whole number and a fraction less than 1 as a single fraction (our translation)
Curriculum point CM1.NC.17 (our numbering) Knowing how to bracket a fraction between two consecutive whole numbers (our translation)
Curriculum point CM1.NC.26 (our numbering) Writing a decimal fraction greater than 1 as the sum of a whole number and a decimal fraction less than 1 (our translation)
Curriculum point CM2.NC.14 (our numbering) Write a fraction greater than 1 as the sum of a whole number and a fraction less than 1 (our translation)
Curriculum point CM2.NC.15 (our numbering) Writing the sum of a whole number and a fraction less than 1 as a single fraction (our translation)
Curriculum point CM2.NC.16 (our numbering) Bracket a fraction between two consecutive whole numbers (our translation)
Curriculum point CM2.NC.26 (our numbering) Write a decimal fraction greater than 1 as the sum of a whole number and a decimal fraction less than 1 (our translation)

In 4th grade, students learn to make sense of fractions greater than 1 by relating them to whole numbers. They discover that a fraction like 7/3 can be expressed as a mixed number, which is the sum of a whole number and a fraction less than 1 (here, 2 + 1/3). They also learn to perform the reverse operation: converting a whole number combined with a fraction into a single fraction.

The most common mistake occurs when converting from a whole number to a fraction. For example, when faced with 3 + 2/5, some children directly add the whole number to the numerator to get 5/5. They forget that each unit represents a complete set of parts: 1 unit equals 5/5, so 3 units equal 15/5, which gives 17/5.

During practice, exercises directly target these two conversions using explicit instructions: Write the fraction as a mixed number (to break down a fraction like 11/4) or Write the mixed number as a fraction (to reconstruct a single fraction from a whole number and its remainder).

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Improper fraction: how many wholes? · Mixed number: choose the improper fraction · Mixed number: choose the whole part · Mixed number: the missing numerator · Write a mixed number as a fraction · Write an improper fraction as a mixed number

Rounding a decimal number

The child learns to give the rounded value of a decimal number, particularly to the nearest tenth or hundredth.

Curriculum point 2de.NC.9 (our numbering) Set 𝔻 of decimal numbers. Decimal bounding of a real number to within 10⁻ⁿ. (our translation)
Curriculum point 6e.NC.11 (our numbering) Give the value of a decimal number rounded to the unit, the tenth or the hundredth (our translation)
Curriculum point CM1.NC.33 (our numbering) Knowing how to give the integer part and the rounding to the nearest whole number of a decimal number (our translation)
Curriculum point CM2.NC.33 (our numbering) Knowing how to give the integer part and the rounding to the nearest whole number of a decimal number (our translation)

In 4th grade, after learning about decimal numbers, students learn to identify the whole number part of a decimal and determine its approximate value. They practice placing the number to find the closest rounded value according to the requested place value, whether it is to the nearest whole number, tenth, or hundredth.

The most common mistake is simply cutting off the number (truncation) without looking at the next digit. For example, when asked to round 3.48 to the nearest tenth, students tend to write 3.4, ignoring the fact that the 8 in the hundredths place requires rounding up to the next tenth, which is 3.5.

Through the worksheets Rounding to the Nearest Tenth and Rounding to the Nearest Hundredth, children practice directly on lists of decimal numbers (such as 5.27 or 14.813), where they must isolate the target place value and write down the corresponding rounded value.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Round to the nearest hundredth (grade 5–6) · Round to the nearest tenth (grade 5–6) · Rounding to tenths: choose the result (grade 5–6) · Rounding to tenths: find the mistake (grade 5–6) · Rounding to tenths: true or false (grade 5–6)

Multiplying a decimal number by a whole number less than 10

The child learns to set up and calculate the multiplication of a decimal number by a whole number less than 10, particularly in concrete measurement situations.

Curriculum point 5e.NC.1 (our numbering) Add, subtract, multiply and divide to solve problems and check the plausibility of one's result. (our translation)
Curriculum point 6e.NC.17 (our numbering) Understand the meaning of multiplication of two decimal numbers (our translation)
Curriculum point 6e.NC.18 (our numbering) Calculate the product of two decimal numbers (our translation)
Curriculum point 6e.NC.20 (our numbering) Solve problems involving multiplications of decimal numbers (our translation)
Curriculum point CM1.NC.51 (our numbering) Pose and carry out multiplications of a decimal number by a whole number less than 10 (our translation)
Curriculum point CM2.NC.47 (our numbering) Calculate the double of a decimal number in simple cases (our translation)
Curriculum point CM2.NC.50 (our numbering) Multiply a decimal number by 5 (our translation)
Curriculum point CM2.NC.51 (our numbering) Multiply a decimal number by 50 (our translation)
Curriculum point CM2.NC.54 (our numbering) Set up and carry out the multiplication of a decimal number by a whole number (our translation)

In fourth grade, your child learns how to set up and carry out the multiplication of a decimal number by a whole number less than 10. They apply the standard algorithm for whole-number multiplication while learning to place the decimal point in the correct position in the final product.

The most common mistake involves the placement of this decimal point. Students often carry out the calculations and handle carrying without difficulty, but forget the decimal point at the end or place it at random, without checking whether the order of magnitude of their result is consistent with the starting numbers.

The worksheets cover this skill through guided column calculations in Multiply Decimal Numbers, or through short measurement word problems from the worksheet Multiply a Length by a Number of Pieces, such as determining the total length of several identical ribbons measured in meters.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Multiplying decimals: choose the result (grade 5–6) · Multiplying decimals: find the mistake (grade 5–6) · Multiplying decimals: true or false (grade 5–6) · Multiply a length by a number of pieces (grade 5–6) · Multiply decimals (grade 5–6) · Multiplying decimals: is the product larger? (grade 5–6)

Using divisibility rules

Your child learns to quickly check whether an integer is divisible by 2, 3, 4, 5, 9, or 10 from its digits, without performing long division.

Curriculum point 5e.NC.10 (our numbering) Know the divisibility rules for 3 and 9. (our translation)
Curriculum point CM1.NC.11 (our numbering) Being able to recognise multiples of 2, 5 and 10 from their written numerals (our translation)
Curriculum point CM2.NC.8 (our numbering) Determine whether a whole number less than or equal to 10 is a divisor of a given whole number, or whether a given whole number is a multiple of a whole number less than or equal to 10 (our translation)

In 4th grade, working with numbers up to 999,999, students first learn to identify multiples of 2, 5, and 10 simply by looking at the ones digit (0, 2, 4, 6, or 8 for even numbers; 0 or 5 for multiples of 5). This approach is then extended to the rules for 3, 4, and 9 to determine whether a number less than or equal to 10 is a divisor, without using long division.

The most common mistake is applying the wrong rule to the wrong divisor. Many children look only at the ones digit to test for divisibility by 3 (thinking, for example, that 13 or 26 are divisible by 3 because they end in 3 or 6), instead of calculating the sum of all the digits.

In written work, activities are organized around two concrete types of tasks:

In Apply a divisibility rule, the student analyzes whole numbers and indicates whether they are divisible by a target number, justifying their answer with the appropriate rule.
In Find the missing digit for divisibility, they must fill in a missing digit (for example, finding the missing digit in 4 _ 2) so that the number becomes a multiple of 3 or 9.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Divisibility rules: by 2, 5 and 10 · Divisibility rules: check divisibility · Divisibility rules: by 6, 12, 15, 18 (grade 5–6) · Divisibility rules: missing digit (grade 5–6) · Remainder when dividing by 9 in context: how many are left (grade 5–6) · Remainder when dividing by 9, without dividing (grade 5–6)

Column Addition and Subtraction

The student learns to set up and perform column addition and subtraction with whole numbers up to 999,999.

Curriculum point CE2.NC.16 (our numbering) Pose and carry out additions and subtractions in columns. (our translation)
Curriculum point CM1.NC.49 (our numbering) Set out in columns and carry out additions and subtractions of decimal numbers (our translation)

In Grade 4, students consolidate their mastery of column addition and subtraction with large whole numbers up to 999,999. They learn to arrange numbers beneath one another, carefully aligning digits according to their place value (ones under ones, tens under tens, etc.) and applying regrouping from one column to the next.

The most common difficulties arise when aligning numbers of different lengths, which shifts the place values and skews the entire result. In subtraction, managing borrowing remains a major source of errors, particularly when the top number contains one or more consecutive zeros.

Practice exercises are structured around two concrete formats: Column addition and Column subtraction. Children practice either solving operations already set out in an appropriate grid, or setting up horizontally written operations into columns themselves before finding the result.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Add using the column method · Column addition: choose the result · Column addition: find the mistake · Column addition: true or false · Subtract using the column method · Written subtraction: find the mistake · Written subtraction: true or false · Numbers to a million: addition word problem · Numbers to a million: subtraction word problem · Written subtraction: borrowing across zeros

Finding a missing number in a proportion

In fourth grade, your child learns to find an unknown quantity from a known relationship, for example by multiplying or dividing to complete a simple proportion.

Curriculum point 5e.PF.15 (our numbering) Characterise proportionality graphically. (our translation)
Curriculum point 5e.PF.3 (our numbering) Identify situations of proportionality in concrete contexts (prices, recipes, distances, scales). (our translation)
Curriculum point 5e.PF.6 (our numbering) Recognise a proportional situation from a table or a graph. (our translation)
Curriculum point 5e.PF.7 (our numbering) Recognise graphically that a scatter plot is or is not associated with a situation of proportionality between discrete data. (our translation)
Curriculum point 6e.P.1 (our numbering) Know the definition of proportionality between two quantities and relate it to everyday expressions (our translation)
Curriculum point 6e.P.2 (our numbering) Identify whether a situation falls under the "model" of proportionality (our translation)
Curriculum point 6e.P.3 (our numbering) Solve a proportionality problem by choosing an appropriate procedure: linearity property for multiplication or addition, return to the unit (our translation)
Curriculum point 6e.P.4 (our numbering) Represent a proportional situation using a table or symbolic notation (our translation)
Curriculum point CM1.P.2 (our numbering) Being able to solve a proportionality problem (our translation)
Curriculum point CM2.P.2 (our numbering) Be able to solve a proportionality problem (our translation)

In 4th grade, students begin to solve elementary proportionality problems. They learn to identify the multiplicative relationship between two quantities, using simple operations like doubling, tripling, or dividing to determine a missing value.

The most common mistake is to apply an additive reflex. When faced with two quantities that change together, a student will often tend to add the same difference to both numbers rather than using multiplication or division.

In concrete exercises such as Complete the proportion or From one known quantity to another, children start from a reference situation (for example, the price of a set or the ingredients of a recipe) to calculate the corresponding measurement for a new quantity.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Proportion: choose the missing term (grade 5–6) · Proportion: find the mistake (grade 5–6) · Proportion: missing value (grade 5–6) · Proportion: true or false (grade 5–6) · Direct proportion: complete the table (grade 6–7) · Proportion word problem: scale to another number of items (grade 5–6) · Proportion: the missing third term (grade 5–6)

Calculate the perimeter and find a missing side

Your child learns how to calculate the perimeter of a polygon and determine the length of an unknown side when the perimeter is given.

Curriculum point 2de.AUT.21 (our numbering) Calculate perimeters (polygon and circle), areas (rectangle, triangle and disc) and volumes (cuboid, prism, cylinder, pyramid, cone and sphere). (our translation)
Curriculum point 6e.GM.4 (our numbering) Calculate the perimeters of composite figures (our translation)
Curriculum point 6e.GM.5 (our numbering) Solve problems involving lengths (our translation)
Curriculum point CM1.GM.7 (our numbering) Knowing what the perimeter of a plane figure is (our translation)
Curriculum point CM1.GM.8 (our numbering) Determine the perimeter of a polygon using a graduated ruler (our translation)
Curriculum point CM1.GM.9 (our numbering) Solve problems involving the lengths of the sides of a polygon and its perimeter (our translation)

In 4th grade, students understand that perimeter corresponds to the length of the outline of a 2D shape. They practice adding the side lengths of a polygon to find its total perimeter, and use subtraction to find the length of a missing side when the total perimeter and the other sides are already known.

A common mistake is forgetting a side in the addition, especially on shapes with five or more sides. When faced with a missing side problem, students may also use the wrong operation by adding all the available measurements, including the perimeter, instead of subtracting the sum of the known sides.

The worksheets focus on two complementary activities:

Perimeter of a polygon: calculate the total length of the outline from the measurements given on each segment of the shape.
Missing side from perimeter: calculate the sum of the known sides, then subtract it from the given perimeter to find the missing measurement.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Perimeter of a polygon · Missing side from the perimeter · Missing side from the perimeter: choose the side · Perimeter of a polygon: choose the result · Perimeter of a rectangle step by step · Perimeter of a rectangle: extra data · Perimeter of a regular polygon: find the side · Perimeters of a rectangle and a square: compare · Side of a rectangle from its perimeter: inverse question · Perimeter of a polygon: word problem (fence)

Going from the radius to the diameter of a circle

In 4th grade, your child learns to relate the radius and the diameter of a circle to calculate one from the other by doubling or halving the measurement.

Curriculum point 6e.EG.3 (our numbering) Know the definitions of a circle, a disc, a radius, a diameter, a chord (our translation)
Curriculum point 6e.EG.4 (our numbering) Understand the definition of a circle and that of a disc as sets of points (our translation)
Curriculum point 6e.EG.5 (our numbering) Solve problems involving distances from a point (our translation)
Curriculum point 6e.GM.1 (our numbering) Know that the perimeter of a disc is proportional to its diameter (our translation)
Curriculum point CM1.EG.4 (our numbering) Describe and recognise a circle and a disc as a set of points characterised by their distance from a given point (our translation)
Curriculum point CM2.EG.6 (our numbering) Describe and recognise a circle and a disc as a set of points characterised by their distance from a given point (our translation)

In 4th grade, students learn to view a circle as the set of points equidistant from a center. They master the geometric and numerical relationship between two essential segments: the radius (the distance from the center to a point on the circle) and the diameter (which crosses the circle through the center and is exactly twice the radius).

The most common mistake is confusing the two terms or reversing the operation to perform, for example multiplying by 2 instead of dividing to find the radius. Some students also forget the fundamental geometric condition: a line segment joining two points on the circle is only a diameter if it passes through the center.

The worksheets target two specific tasks:

Diameter from radius: a radius measurement is given and the student calculates the length of the diameter by multiplying it by 2.
Radius from diameter: the total length of the diameter is provided and the student halves it to determine the radius.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Diameter from the radius · Radius and diameter: find the mistake · Radius and diameter: true or false · Radius from diameter: choose the result · Radius from the diameter

Calculating expenses and change in euros

The student learns to set up and calculate addition and subtraction of amounts in euros to manage a purchase and determine the change to be returned.

Curriculum point CE2.GM.21 (our numbering) Add amounts of money in euros by setting out and carrying out the calculations. (our translation)
Curriculum point CE2.GM.22 (our numbering) Write and carry out subtractions of amounts in euros. (our translation)

In fourth grade, students consolidate their mastery of money calculations by learning to set up and perform additions and subtractions of amounts in euros. They use these column operations to determine the total cost of a series of items or to calculate the remainder when managing a budget.

The main difficulty lies in correctly aligning the numbers when setting up the operation. Students risk aligning the digits to the right without taking into account the separation between euros and cents, leading them to add different units. In subtractions, managing regrouping also poses a problem if they forget that one euro equals 100 cents.

The proposed activities take the form of concrete shopping scenarios: calculating the total cost of a basket by adding several prices, checking whether an expense stays within an intended budget, or setting up a subtraction to accurately determine the change to give back from a given banknote.

Reading, writing, and comparing numbers up to 999,999

In 4th grade, your child learns to read, write, and compare whole numbers up to 999,999 by understanding the value of each digit according to its position.

Curriculum point 6e.NC.1 (our numbering) 6e.NC.3 (our numbering) CE2.NC.1 (our numbering) CE2.NC.2 (our numbering) CE2.NC.3 (our numbering) CE2.NC.4 (our numbering) CE2.NC.5 (our numbering) CE2.NC.6 (our numbering) CE2.NC.7 (our numbering) CE2.NC.8 (our numbering) CE2.NC.9 (our numbering) CM1.NC.3 (our numbering) CM1.NC.4 (our numbering) CM1.NC.5 (our numbering) CM1.NC.6 (our numbering) CM1.NC.7 (our numbering) CM1.NC.8 (our numbering) CM1.NC.9 (our numbering) CM2.NC.1 (our numbering) CM2.NC.2 (our numbering) CM2.NC.3 (our numbering) CM2.NC.4 (our numbering) CM2.NC.5 (our numbering) CM2.NC.6 (our numbering) Know and use the value of digits according to their position in the writing of a number (our translation)
Curriculum point Know large whole numbers (our translation)
Curriculum point Count collections. (our translation)
Curriculum point Build collections of a given cardinal number. (our translation)
Curriculum point Know and use the relationships between the units of numeration. (our translation)
Curriculum point Know the written and oral sequence of numbers up to ten thousand. (our translation)
Curriculum point Know and use various representations of a number and move from one to another. (our translation)
Curriculum point Know the value of digits according to their position in a number. (our translation)
Curriculum point Compare, bound and order whole numbers using the symbols (=, <, >). (our translation)
Curriculum point Order numbers in ascending or descending order. (our translation)
Curriculum point Understand and know how to use the expressions "equal to", "greater than", "less than", "between … and …". (our translation)
Curriculum point Know and use the relationships between the units of numeration (our translation)
Curriculum point Know the written sequence and the spoken sequence of numbers up to 999,999 (our translation)
Curriculum point Know the value of digits according to their position in a number (our translation)
Curriculum point Know and use various representations of a number and move from one to another (our translation)
Curriculum point Understand and know how to use the expressions "equal to", "greater than", "less than", "between … and …" (our translation)
Curriculum point Compare, bound, insert whole numbers using the symbols =, < and > (our translation)
Curriculum point Order numbers in ascending or descending order (our translation)
Curriculum point Know and use the relationships between place value units (our translation)
Curriculum point Know the written sequence and the spoken sequence of numbers up to 999 999 999 (our translation)
Curriculum point Know and use various representations of a number and move from one to another (our translation)
Curriculum point Know the value of digits according to their position in a number (our translation)
Curriculum point Compare, bracket and place whole numbers between others using the symbols =, < and > (our translation)
Curriculum point Order numbers in ascending or descending order (our translation)

In 4th grade, students extend their mastery of whole numbers up to 999,999. They learn to read and write these numbers in various forms, identify the value of a digit based on its place (ones, tens, hundreds, thousands, ten thousands, hundred thousands), and use the relationships between these place value units.

A common difficulty arises when comparing two numbers of different lengths: some children rely solely on the first digit on the left without first counting the total number of digits. Another typical confusion involves the relationships between units, such as forgetting that one ten thousand is ten times greater than one thousand.

In practice, learning relies on varied exercises. With the Compare Large Numbers activity, students order or compare values using the symbols =, <, and >. Working on the How Many Times Greater? Place Value model helps them explain the role of each place and consolidate groupings of ten.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Expanded form: the missing part · Multi-digit numbers: compare · Place value: choose how many times greater · Place value: how many times as large · Value of a digit: choose the answer · Building a number from its places (zeros inside)

Calculating cleverly with whole numbers

Your child learns to simplify addition and multiplication by breaking down numbers or relying on simple mathematical properties.

Curriculum point CE2.NC.26 (our numbering) Multiply a whole number by 4 or by 8. (our translation)
Curriculum point CE2.NC.28 (our numbering) Calculate the product of a number between 11 and 99 by a number less than 10 by decomposing the larger of the two factors into the sum of two numbers (distributivity property of multiplication over addition). (our translation)
Curriculum point CM1.NC.35 (our numbering) Know common number facts relating to whole numbers (our translation)
Curriculum point CM1.NC.42 (our numbering) Add or subtract 8, 9, 18, 19, 28, 29, 38 or 39, to a number (our translation)
Curriculum point CM1.NC.44 (our numbering) Multiply a whole number by 4 or by 8 (our translation)
Curriculum point CM1.NC.45 (our numbering) Multiply a whole number by 5 (our translation)
Curriculum point CM1.NC.46 (our numbering) Use the distributivity of multiplication over addition in simple cases (our translation)
Curriculum point CM2.NC.35 (our numbering) Know common number facts with whole numbers (our translation)
Curriculum point CM2.NC.44 (our numbering) Add or subtract 8, 9, 18, 19, 28, 29, …, 98 or 99 to a number (our translation)
Curriculum point CM2.NC.45 (our numbering) Multiply a whole number less than 10 of tens, hundreds or thousands by a whole number less than 10 of tens, hundreds or thousands (our translation)
Curriculum point CM2.NC.46 (our numbering) Use the distributive property of multiplication over addition in simple cases (our translation)
Curriculum point CM2.NC.49 (our numbering) Divide a whole number by 4 or by 8 (our translation)

In 4th grade, students develop mental calculation strategies to avoid unnecessarily setting up written operations. They learn to quickly add or subtract numbers close to a whole ten, such as 8, 9, 18, 19, 28, 29, 38, or 39. They also practice multiplying a whole number by 4 or 8 by doubling successively, multiplying by 5, and using the distributive property in simple cases to break down a product.

The most common mistake occurs with compensation: to add 19, the child adds 20 but then forgets to subtract 1, or adds 1 out of confusion. When breaking down a multiplication, the classic error consists of forgetting to multiply the ones digit, for example by calculating 14 × 3 as (10 × 3) + 4 instead of (10 × 3) + (4 × 3).

During practice, these concepts take the form of targeted worksheets:

Add cleverly: the student transforms addition or subtraction calculations involving numbers like 9, 19, or 28 by using the nearest ten.
Multiply cleverly: the student applies decompositions and learned techniques to multiply efficiently by 4, 5, or 8 without writing out the long multiplication.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Add the smart way · Multiply the smart way · Smart addition: whole hundreds: choose the answer · Clever multiplication: find the mistake · Clever multiplication: true or false · Mental maths: multiplying by a number close to 100

Finding the starting number in a problem

Your child learns to translate a problem into mathematical notation to find an initial quantity or an unknown mystery number.

Curriculum point 5e.NC.44 (our numbering) Model problems involving missing-number operations by equations of the form a𝑥 = c or 𝑥 + b = c . (our translation)
Curriculum point 6e.NC.42 (our numbering) Use pre-algebraic models to solve algebraic problems (our translation)
Curriculum point CM1.NC.62 (our numbering) Solve algebraic problems (our translation)
Curriculum point CM2.NC.65 (our numbering) Solve algebraic problems (our translation)

In fourth grade, students learn to solve algebraic problems where the unknown quantity is at the beginning of the story. Using whole numbers up to 999,999, they practice setting up an equation or a missing-number sentence to represent the situation and determine the missing value.

The classic difficulty lies in applying operations in reading order instead of working backward. Faced with a problem where a quantity increases and then decreases, children often reflexively perform these same calculations starting from the final result, instead of reversing each step (subtracting instead of adding, or dividing instead of multiplying) to trace their way back to the starting point.

In practice, exercises rely on two standard models:

How many were there at the beginning?: students examine a series of changes (such as items added to and then removed from a stockpile) and must recalculate the initial quantity from the final state.
What was the number?: presented as a riddle, children must find a starting number after a series of successive operations has been applied to it.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Equation from context: which number was it (grade 5–6) · Equation with an unknown: choose the answer (grade 5–6) · Equation with an unknown: find the mistake (grade 5–6) · Equation with an unknown: true or false (grade 5–6) · Equation for the starting amount: word problem (grade 5–6)

Recognizing quadrilaterals and their properties

The student learns to identify and name the square, rectangle, and rhombus by observing right angles, equal lengths, and parallel sides.

Curriculum point 5e.EG.20 (our numbering) Define the parallelogram. (our translation)
Curriculum point 5e.EG.23 (our numbering) Use a characteristic property of the diagonals or the sides to construct them or to identify the nature of the quadrilateral. (our translation)
Curriculum point 5e.EG.24 (our numbering) Define the special parallelograms (rectangle, rhombus, square). (our translation)
Curriculum point CE2.EG.8 (our numbering) Recognise, name and describe the square, the rectangle, the triangle, the right-angled triangle and the rhombus. (our translation)
Curriculum point CE2.EG.9 (our numbering) Know the properties of angles and the equalities of length for squares, rectangles and rhombuses. (our translation)
Curriculum point CM1.EG.1 (our numbering) Use appropriate geometric vocabulary in the context of learning the corresponding concepts (our translation)
Curriculum point CM1.EG.7 (our numbering) Recognise and name the following figures by referring to their definition: triangle, right-angled triangle, isosceles triangle, equilateral triangle, quadrilateral, square, rectangle and rhombus (our translation)
Curriculum point CM1.EG.8 (our numbering) Know the properties of parallelism of opposite sides and of equalities of lengths and angles for common figures: right triangle, isosceles triangle, equilateral triangle, square, rectangle and rhombus (our translation)
Curriculum point CM2.EG.1 (our numbering) Use the appropriate geometric vocabulary in the context of learning the corresponding concepts (our translation)
Curriculum point CM2.EG.7 (our numbering) Recognise and name the following figures by relying on their definition: triangle, right-angled triangle, isosceles triangle, equilateral triangle, quadrilateral, square, rectangle, rhombus, trapezium, right-angled trapezium, pentagon and hexagon (our translation)
Curriculum point CM2.EG.8 (our numbering) Know the properties of parallelism of opposite sides, and of equal lengths and angles, for common figures: right triangle, isosceles triangle, equilateral triangle, square, rectangle, rhombus, trapezium and right trapezium (our translation)

In fourth grade, students learn to identify and name common quadrilaterals precisely: the square, the rectangle, and the rhombus, as well as the general term quadrilateral. They no longer rely on the overall appearance of the shape, but rather on its geometric properties: the parallelism of opposite sides, equal side lengths, and the presence of right angles.

The most common mistake is naming a shape based on its orientation on the page rather than its properties. For example, a square tilted on its corner is often mistaken for a simple rhombus, and conversely, children forget to check for right angles. Moreover, it is difficult for students to accept that a shape can satisfy multiple definitions and belong to several categories at once.

In practice, practice relies on concrete worksheets. In the exercise What is the name of this quadrilateral?, children observe a shape and its markings (equal sides, right angles, parallel sides) to give it its exact name. Reasoning questions such as Is a square also a rectangle? lead them to check point by point whether the properties of a shape satisfy the definition of another.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Pairs of parallel sides: insert the sign · Pairs of parallel sides: true or false · Quadrilaterals: how many pairs of parallel sides? · What is this quadrilateral called? (grade 5–6) · Quadrilaterals: is a square also a rectangle (grade 5–6)

Classifying triangles by their sides and angles

In CM1, students learn to name and classify triangles (right, isosceles, equilateral) according to their side length and angle properties.

Curriculum point 6e.EG.15 (our numbering) Know and use the angle properties of special triangles: right-angled triangle, isosceles triangle, equilateral triangle (our translation)
Curriculum point CM1.EG.1 (our numbering) Use appropriate geometric vocabulary in the context of learning the corresponding concepts (our translation)
Curriculum point CM1.EG.7 (our numbering) Recognise and name the following figures by referring to their definition: triangle, right-angled triangle, isosceles triangle, equilateral triangle, quadrilateral, square, rectangle and rhombus (our translation)
Curriculum point CM1.EG.8 (our numbering) Know the properties of parallelism of opposite sides and of equalities of lengths and angles for common figures: right triangle, isosceles triangle, equilateral triangle, square, rectangle and rhombus (our translation)
Curriculum point CM2.EG.1 (our numbering) Use the appropriate geometric vocabulary in the context of learning the corresponding concepts (our translation)
Curriculum point CM2.EG.7 (our numbering) Recognise and name the following figures by relying on their definition: triangle, right-angled triangle, isosceles triangle, equilateral triangle, quadrilateral, square, rectangle, rhombus, trapezium, right-angled trapezium, pentagon and hexagon (our translation)
Curriculum point CM2.EG.8 (our numbering) Know the properties of parallelism of opposite sides, and of equal lengths and angles, for common figures: right triangle, isosceles triangle, equilateral triangle, square, rectangle, rhombus, trapezium and right trapezium (our translation)

In fourth grade, students learn to identify and name three-sided geometric figures based on their definitions. They recognize special triangles and their properties: the right triangle, which has a right angle; the isosceles triangle, which has two sides of equal length; and the equilateral triangle, whose three sides are equal.

The most common mistake is judging the type of triangle solely at a glance rather than verifying its geometric properties. For example, a student might confuse an isosceles triangle with an equilateral triangle when the shape is tilted, or claim that a triangle is a right triangle without checking for the actual presence of a right angle.

Using the worksheets Types of Triangles by Sides and Types of Triangles by Angles, children practice examining drawings to determine the correct category by observing the indicated equal lengths or the types of angles in each figure.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Kind of triangle by its sides · Kind of triangle by its angles · Types of triangles: true or false · Types of triangles: which names include others

Calculating an expression with parentheses

Your child learns to perform a calculation involving parentheses by prioritizing the operation inside.

Curriculum point 5e.NC.21 (our numbering) Know and justify the situations in which parentheses are essential to the meaning of expressions. (our translation)
Curriculum point 5e.NC.32 (our numbering) Calculate the numerical value of expressions containing simple powers, additions, subtractions and products. (our translation)
Curriculum point 5e.NC.4 (our numbering) Chaining operations. (our translation)
Curriculum point 5e.NC.7 (our numbering) Know and use the order of operations. (our translation)
Curriculum point CM1.NC.48 (our numbering) Know how to perform a calculation containing brackets (our translation)
Curriculum point CM2.NC.53 (our numbering) Being able to carry out a calculation containing one or two pairs of brackets (our translation)

In 4th grade, students learn to perform calculations containing parentheses. They discover the role of these symbols, which change the usual order of operations by indicating which operation must be calculated first before completing the rest of the equation.

The most common mistake is simply calculating from left to right while ignoring the presence of parentheses. For example, if the parentheses are at the end of the calculation, the child might carry out the first operations directly without dealing with the priority block.

Through the exercise Calculate the expression with parentheses, students practice with expressions written in a single line. They must isolate the calculation inside the parentheses, determine its value, and then use this result to perform the final operation.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Evaluate an expression with brackets · Order of operations with brackets step by step · Order of operations with brackets: choose the result · Order of operations with brackets: find the mistake · Order of operations with brackets: true or false · Same numbers, different order of operations: put in order · Two expressions with brackets: compare

Estimating the order of magnitude of a sum

Your child learns to round numbers to quickly estimate the result of an addition without doing the full calculation.

Curriculum point 2de.AUT.5 (our numbering) Estimate an order of magnitude. (our translation)
Curriculum point 6e.NC.19 (our numbering) Check results using orders of magnitude (our translation)
Curriculum point CM1.NC.47 (our numbering) Estimate the result of an operation (our translation)
Curriculum point CM2.NC.52 (our numbering) Estimate the result of an operation (our translation)

In 4th grade, with numbers up to 999,999, students practice replacing the terms of an addition with close values that are easy to manipulate mentally, rounded for example to the nearest hundred or thousand. The objective is to determine an approximate value to anticipate the result or check that a written calculation does not contain any obvious errors.

A common mistake is to first calculate the exact addition on scratch paper and only then round the final answer, which defeats the entire purpose of estimating. Other children choose roundings that are too imprecise or inconsistent between the numbers, yielding a result too far off to effectively check their work.

Through the exercise template Estimate a sum, children are presented with calculations where they must mentally adjust the given numbers (such as replacing 1,980 + 4,020 with 2,000 + 4,000) in order to identify or write the expected order of magnitude.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Estimate a sum · Estimating a sum: choose the estimate · Estimating a total in context: round to hundreds · Estimating: choose the rounding to hundreds

Solving multi-step problems

The student learns to plan two or three calculation steps and to solve optimization problems to determine a result or a maximum quantity.

Curriculum point 6e.NC.20 (our numbering) Solve problems involving multiplications of decimal numbers (our translation)
Curriculum point 6e.NC.22 (our numbering) Solve problems involving decimal divisions (our translation)
Curriculum point 6e.NC.24 (our numbering) Solve problems involving Euclidean divisions (our translation)
Curriculum point 6e.NC.37 (our numbering) Solve problems involving fractions (our translation)
Curriculum point CE1.NC.38 (our numbering) Solve two-step additive problems. (our translation)
Curriculum point CE1.NC.40 (our numbering) Solve two-step mixed problems (one additive step and one multiplicative step). (our translation)
Curriculum point CE2.NC.30 (our numbering) Solve two-step additive problems. (our translation)
Curriculum point CE2.NC.32 (our numbering) Solve mixed problems in two or three steps. (our translation)
Curriculum point CM1.NC.53 (our numbering) Solve one-step additive problems of the "part-whole" and "comparison" types (our translation)
Curriculum point CM1.NC.54 (our numbering) Solve additive problems in two or three steps (our translation)
Curriculum point CM1.NC.55 (our numbering) Solve multiplicative part-whole problems in one step (our translation)
Curriculum point CM1.NC.57 (our numbering) Solve mixed problems in two or three steps (our translation)
Curriculum point CM1.NC.59 (our numbering) Solve optimization problems (our translation)
Curriculum point CM2.NC.57 (our numbering) Solve additive problems in one or more steps (our translation)
Curriculum point CM2.NC.58 (our numbering) Solve one-step multiplicative problems of the "part-whole" type (our translation)
Curriculum point CM2.NC.59 (our numbering) Solve mixed multi-step problems (our translation)
Curriculum point CM2.NC.62 (our numbering) Solve optimization problems (our translation)
Curriculum point CP.NC.30 (our numbering) Solve two-step additive problems (number field less than or equal to 30). (our translation)

In fourth grade, students learn to solve problems requiring two or three successive steps, combining operations on whole numbers up to 999,999. They use addition, subtraction, multiplication, or Euclidean division to connect multiple pieces of data, calculate a missing intermediate quantity, or find a possible maximum.

The most common mistake is trying to immediately combine two numbers from the problem statement without planning the intermediate steps. In optimization situations, the difficulty often comes from interpreting the remainder of the division: the student may be tempted to round up, forgetting that the remaining stock is insufficient to make one more complete item.

During practice, exercises mainly take two concrete forms:

Multi-step problem (combining): the student must first calculate different partial quantities (for example, the contents of several groups or deliveries) before adding them together to find the final total.
Maximum number of items with stock: faced with a given supply of parts or materials, the student applies Euclidean division to find the exact number of items that can be made without exceeding the available quantity.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Stock and sets: choose the number of sets · Stock and sets: the most sets you can make · Two-step word problem (combine) (grade 3) · Word problem, three days: choose the result (grade 3) · Word problem, three days: true or false (grade 3)

Comparing fractions with different denominators

Your child learns to compare two fractions that do not have the same denominator to determine which one is greater.

Curriculum point 2de.AUT.2 (our numbering) Perform operations and comparisons between simple fractions. (our translation)
Curriculum point 5e.NC.25 (our numbering) Compare fractions. (our translation)
Curriculum point 6e.NC.33 (our numbering) Compare and bracket fractions (our translation)
Curriculum point 6e.NC.34 (our numbering) Ordering a list of numbers written as fractions or mixed numbers (our translation)
Curriculum point CM1.NC.20 (our numbering) Comparing fractions (our translation)
Curriculum point CM2.NC.19 (our numbering) Compare fractions (our translation)

In 4th grade, students take an important step by learning to compare fractions with different denominators. They practice estimating the relative size of parts or using the whole as a benchmark by distinguishing between fractions that are less than and greater than 1.

The classic mistake is to treat the numerator and denominator as separate whole numbers. For example, many children think that 3/8 is greater than 1/2 simply because 3 is greater than 1 and 8 is greater than 2, forgetting that a larger denominator means dividing into smaller parts.

In exercises such as Compare fractions with different denominators, students are presented with two fractions and must enter the correct sign (<, >, or =) to indicate the relationship between these two quantities.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Equivalent fractions: choose the missing numerator · Equivalent fractions: find the mistake · Equivalent fractions: the missing numerator · Equivalent fractions: true or false · Fractions with the same numerator: compare · Fractions: compare with one half · Equivalent fractions: the same amount, cut differently · Fractions with unlike denominators: compare

Finding an equivalent fraction

The student learns to find a fraction equal to a common fraction by multiplying its numerator and denominator by the same number.

Curriculum point 6e.NC.32 (our numbering) Establish equalities of fractions (our translation)
Curriculum point CE2.NC.11 (our numbering) Know how to establish equalities of fractions less than or equal to 1. (our translation)
Curriculum point CM1.NC.36 (our numbering) Know some relationships between common fractions (our translation)
Curriculum point CM2.NC.37 (our numbering) Know some relationships between common fractions (our translation)

In 4th grade, your child works on common fractions (halves, thirds, quarters, etc.) and learns to identify simple equivalences. They discover that the same quantity can be written with a larger denominator by multiplying both the numerator and the denominator by the same whole number, for example to convert halves into quarters or tenths.

The most common mistake is to add a number instead of multiplying. When faced with an equation to complete, a student may be tempted to add the same amount to both the numerator and the denominator (such as going from 1/2 to 3/4 by adding 2), or to multiply the denominator while forgetting to do the same for the numerator.

In exercises such as Find the equivalent fraction, the child must complete concrete equations, for example by calculating the missing numerator to convert a known fraction into a fraction with a larger denominator.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Expanding fractions: choose the multiplier · Expanding fractions: find the mistake · Expanding fractions: the missing denominator · Expanding fractions: true or false · Expanding fractions: what was it multiplied by? · Find the equivalent fraction

Recognizing the different types of angles

Your child learns to compare the opening of angles and to use precise vocabulary to identify right, acute, and obtuse angles.

Curriculum point 6e.EG.11 (our numbering) Construct an angle of a given measure (our translation)
Curriculum point 6e.EG.9 (our numbering) Know and use angles, together with the associated vocabulary and notation: right angle, straight angle, full angle, zero angle, acute angle, obtuse angle, vertically opposite angles, adjacent angles, supplementary angles (our translation)
Curriculum point CE1.EG.10 (our numbering) Use a ruler to check alignments and a set square to check that an angle is a right angle. (our translation)
Curriculum point CE1.EG.12 (our numbering) Know and use the code for right angles. (our translation)
Curriculum point CE2.EG.11 (our numbering) Know and use the notation for a right angle and the notation showing that segments have the same length. (our translation)
Curriculum point CM1.EG.3 (our numbering) Know the common codes used in geometry (our translation)
Curriculum point CM1.GM.23 (our numbering) Use the specific vocabulary associated with angles (our translation)
Curriculum point CM1.GM.24 (our numbering) Understand and use the notations of angles (our translation)
Curriculum point CM1.GM.25 (our numbering) Compare angles (our translation)
Curriculum point CM2.EG.3 (our numbering) Know the usual notations and codes used in geometry (our translation)
Curriculum point CM2.GM.11 (our numbering) Know that a right angle measures 90° (our translation)
Curriculum point CM2.GM.6 (our numbering) Use the specific vocabulary associated with angles (our translation)
Curriculum point CM2.GM.7 (our numbering) Understand and use the notations for angles (our translation)
Curriculum point CM2.GM.8 (our numbering) Compare angles (our translation)

In fourth grade, your child develops their ability to compare angles and use appropriate geometric vocabulary. Using the right angle as a direct benchmark, they learn to observe the opening between two sides to classify an angle: right, acute if it is narrower than a right angle, or obtuse if it is wider.

A common mistake is confusing the opening of an angle with the length of its sides: children often think that an angle with very long lines is "larger" than a widely opened angle drawn with short segments. The orientation of the shape on the page can also disrupt their visual perception when neither side is horizontal.

In worksheets based on the Identify the Type of Angle exercise model, an angle is presented in various orientations. The student must then determine the type of the given angle, using a set square or a template if necessary to check its opening against a right angle.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Classify the angle · Complementary angles in context: making a right angle · Complementary angles: find the other angle · Supplementary angles in context: along a straight line · Supplementary angles: choose the other angle · Supplementary angles: find the other angle · A half turn of a clock hand (grade 2–3) · A half turn of a clock hand: true or false (grade 2–3) · A quarter turn anticlockwise (grade 2–3) · A quarter turn clockwise (grade 2–3) · A quarter turn clockwise: choose the result (grade 2–3) · A three-quarter turn clockwise (grade 2–3) · Vertical angles: choose the measure (grade 5–7)

Calculate a fraction of a number

Your child is learning to determine a specific fraction of a whole number or a quantity based on equal sharing.

Curriculum point 6e.NC.31 (our numbering) Use multiplication to apply a fraction to a whole number (our translation)
Curriculum point 6e.NC.37 (our numbering) Solve problems involving fractions (our translation)
Curriculum point CM1.NC.22 (our numbering) Determining a fraction of a quantity or of a magnitude (our translation)
Curriculum point CM2.NC.22 (our numbering) Determine a fraction of a quantity or a magnitude (our translation)

In Grade 4, the student begins to determine a fraction of a quantity or a whole number. They learn to understand that a fraction indicates an operation on a quantity: dividing a quantity into a number of equal parts defined by the denominator, then taking the quantity given by the numerator.

The most common mistake is confusing the role of the numerator and the denominator, for example by dividing by the top number instead of the bottom one. Another frequent difficulty is performing the division but forgetting the next step: to find three-fifths of 20, the child correctly calculates that 20 divided by 5 is 4, but stops there without multiplying back by 3.

Through activities such as Calculate a fraction of a number, the student practices with suitable numbers that divide evenly, allowing them to anchor the meaning of fractions before moving on to more formal calculations.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Fraction of a number step by step · Fraction of a number: calculate · Fraction of a number: choose the result · Fraction of an amount on a bar model · Find a fraction of a number · Fraction of a number: compare two parts · Fraction of a number: what is left after taking a part · The whole from a part on a bar model (grade 5–6) · Fraction of a number: choose the whole (grade 5–6) · Fraction of a number: find the whole from a part (grade 5–6)

Finding a common denominator

The student learns to rewrite fractions with a common denominator in order to compare them.

Curriculum point 6e.NC.35 (our numbering) Add and subtract fractions (our translation)
Curriculum point CM1.NC.20 (our numbering) Comparing fractions (our translation)
Curriculum point CM2.NC.20 (our numbering) Adding and subtracting fractions (our translation)

In 4th grade, students learn to change the way a fraction is written to give it the same denominator as another. This step relies directly on finding multiples and primarily serves to compare fractions that do not have the same initial division, thus preparing for the addition and subtraction covered in 5th grade.

The most common mistake is multiplying the denominator without applying the same multiplication to the numerator, which changes the value of the fraction. Another frequent difficulty is ignoring the size of the parts and comparing only the numerators (for example, believing that 3/8 is greater than 1/2 simply because 3 is greater than 1).

Through the exercise Find the common denominator, children observe two fractions shown side by side, identify the shared multiple of their denominators, and rewrite the equivalent fractions to make comparison easier.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Common denominator: choose the numerator (grade 5–6) · Common denominator: find the least one (grade 5–6) · Common denominator: choose the least one (grade 5–6)

Writing a decimal number as a fraction

Your child learns to convert a decimal number into a decimal fraction by identifying the value of the digits after the decimal point.

Curriculum point 2de.AUT.4 (our numbering) Convert between different representations of a number (decimal, fraction, percentage). (our translation)
Curriculum point 6e.NC.6 (our numbering) Associate and use different representations of a decimal number: decimal notation, fraction, mixed number, percentage (our translation)
Curriculum point CM1.NC.23 (our numbering) Interpret, represent, write and read decimal fractions (our translation)
Curriculum point CM1.NC.30 (our numbering) Convert between a representation as a decimal fraction or a sum of decimal fractions and a decimal-point notation, and vice versa (our translation)
Curriculum point CM2.NC.23 (our numbering) Interpret, represent, write and read decimal fractions (our translation)
Curriculum point CM2.NC.30 (our numbering) Converting between a fraction-form writing of a decimal fraction or a sum of decimal fractions and a decimal-point (comma) writing, and vice versa (our translation)

In 4th grade, students learn to convert from a decimal notation to a decimal fraction. They rely on the place value of the digits after the decimal point to identify tenths or hundredths: they can thus convert a value like 0.4 into 4/10 or a number like 1.25 into 125/100.

The most common mistake involves choosing the denominator. Students often confuse tenths and hundredths, for example by writing 7/100 for 0.7, or by isolating the digits after the decimal point at the expense of the whole number, writing 25/100 instead of 125/100 for 1.25.

Through typical exercises with instructions such as “Write the decimal number as a fraction”, children practice replacing the decimal notation with the equivalent fraction, with 10 or 100 in the denominator depending on the precision of the given number.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Decimal to fraction: choose the fraction · Decimal to fraction: find the mistake · Decimal to fraction: true or false · Write a decimal as a fraction

Writing a fraction as a decimal number

The student learns to convert a decimal fraction or a common fraction into a decimal number.

Curriculum point 2de.AUT.4 (our numbering) Convert between different representations of a number (decimal, fraction, percentage). (our translation)
Curriculum point 6e.NC.30 (our numbering) Know that the fraction a/b can represent a whole number, a non-whole decimal number or a non-decimal number (our translation)
Curriculum point CM1.NC.30 (our numbering) Convert between a representation as a decimal fraction or a sum of decimal fractions and a decimal-point notation, and vice versa (our translation)
Curriculum point CM1.NC.37 (our numbering) Know the decimal notation of common fractions (our translation)
Curriculum point CM2.NC.30 (our numbering) Converting between a fraction-form writing of a decimal fraction or a sum of decimal fractions and a decimal-point (comma) writing, and vice versa (our translation)
Curriculum point CM2.NC.38 (our numbering) Know the decimal notation of common fractions (our translation)

In 4th grade, students learn to make the connection between dividing into tenths or hundredths and decimal notation. They practice converting simple decimal fractions (such as 3/10 or 45/100) as well as common fractions (such as 1/2) into an exact decimal (0.3, 0.45, and 0.5, respectively).

The most common mistake is copying the numbers from the fraction on either side of the decimal point, for example writing that 1/2 becomes 1.2 or that 3/10 becomes 3.10. Another common difficulty is managing the placeholder zero for hundredths: the child might write 0.5 for 5/100 instead of 0.05, confusing tenths and hundredths.

In practice, given the prompt "Write the fraction as a decimal", the child is given an isolated fraction and must write the corresponding decimal notation, paying attention to the value of each digit.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Write a fraction as a decimal · Fraction to decimal: choose the decimal (grade 5–6) · Fraction to decimal: find the mistake (grade 5–6) · Fraction to decimal: true or false (grade 5–6)

Comparing decimal numbers

Your child is learning to compare decimal numbers written with a decimal point using the symbols =, < and > correctly.

Curriculum point 6e.NC.10 (our numbering) Order a list of decimal numbers (our translation)
Curriculum point 6e.NC.13 (our numbering) Frame a decimal number between two decimal numbers, insert a decimal number between two decimal numbers (our translation)
Curriculum point 6e.NC.4 (our numbering) Recognise a decimal number (our translation)
Curriculum point 6e.NC.9 (our numbering) Compare two decimal numbers (our translation)
Curriculum point CM1.NC.28 (our numbering) Compare, bracket and insert decimal fractions using the symbols =, < and > (our translation)
Curriculum point CM1.NC.29 (our numbering) Order decimal fractions in ascending or descending order (our translation)
Curriculum point CM1.NC.34 (our numbering) Compare, bracket, insert between, and order, in ascending or descending order, decimal numbers given in their decimal notation, using the symbols =, < and > (our translation)
Curriculum point CM2.NC.28 (our numbering) Compare, bracket and place decimal fractions between two given numbers using the symbols =, < and > (our translation)
Curriculum point CM2.NC.29 (our numbering) Order decimal fractions in ascending or descending order (our translation)
Curriculum point CM2.NC.34 (our numbering) Compare, bound, insert, order in ascending or descending order decimal numbers given in decimal notation using the symbols =, < and > (our translation)

In Grade 4, students learn to compare decimal numbers using the symbols =, <, and >. To determine which is greater, they first compare the whole number part, then, if the whole number parts are equal, they examine the tenths digit followed by the hundredths digit.

The most common mistake is treating the decimal part like an ordinary whole number. A student may mistakenly think that 3.15 is greater than 3.4 because 15 is greater than 4, relying solely on the length of the number without considering place value.

In the practice activities from the Compare decimal numbers template, students complete direct comparisons between two decimals (for example, between 5.2 and 5.19, or between 0.8 and 0.80) by inserting the correct comparison symbol.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Comparing decimals: choose the greatest · Comparing decimals: true or false · Decimals: compare · Decimals: order from smallest

Recognizing multiples and divisors

In CM1, students learn to check whether a number is a multiple or factor of a number up to 10 and to list all the factors of a given number.

Curriculum point 2de.NC.3 (our numbering) Model and solve problems involving the notions of multiple, divisor, even number and odd number. (our translation)
Curriculum point 5e.NC.9 (our numbering) Use the concepts of multiples and divisors. (our translation)
Curriculum point CE2.NC.17 (our numbering) Understand and use the words "factor", "product" and "multiple". (our translation)
Curriculum point CM1.NC.12 (our numbering) Being able to determine whether a given whole number is a multiple of a whole number less than or equal to 10 (our translation)
Curriculum point CM1.NC.13 (our numbering) Being able to determine whether a whole number less than or equal to 10 is a divisor of a given whole number (our translation)
Curriculum point CM2.NC.10 (our numbering) Determine all the divisors of an integer less than or equal to 30 (our translation)
Curriculum point CM2.NC.8 (our numbering) Determine whether a whole number less than or equal to 10 is a divisor of a given whole number, or whether a given whole number is a multiple of a whole number less than or equal to 10 (our translation)
Curriculum point CM2.NC.9 (our numbering) Determine divisors of a whole number less than or equal to 100 (our translation)

In 4th grade, your child learns to work with the concepts of multiple and factor. They practice determining whether a given number is a multiple of a number less than or equal to 10 (for example, recognizing that 35 is a multiple of 5), or conversely whether a number from 1 to 10 is a factor of that number.

The most common mistake is mixing up these two terms: children will often say that “4 is a multiple of 12” instead of identifying that 4 is a factor of 12. Furthermore, when searching for all factors, they very regularly forget the number 1 and the number itself.

In written work, practice takes the form of activities such as “Write all the factors of a number”. Students rely on their multiplication tables to find the corresponding products (for example, for 18: 1 × 18, 2 × 9, and 3 × 6) in order to write the ordered list: 1, 2, 3, 6, 9, and 18.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: List all factors of a number · Factors of a number: choose how many (grade 5–6) · Factors: how many are there? (grade 5–6) · Divisors in context: how many ways to set out equal rows (grade 5–6) · Factors: smallest number with k factors (grade 6–7) · Smallest number with k divisors: find the mistake (grade 6–7) · Smallest number with k divisors: true or false (grade 6–7)

Multiply a digit by a multiple of 10

Your child is learning to multiply a number less than 10 by a whole number of tens, for example to quickly calculate 6 × 40 using their times tables.

Curriculum point CE2.NC.23 (our numbering) Multiply a whole number by 10 or 100. (our translation)
Curriculum point CE2.NC.27 (our numbering) Multiplier un nombre inférieur à 10 par un nombre entier de dizaines.Multiply a number less than 10 by a whole number of tens. (our translation)
Curriculum point CM1.NC.39 (our numbering) Multiplier un nombre entier par 10, 100 ou 1 000
Curriculum point CM1.NC.43 (our numbering) Multiply a whole number less than 10 by a whole number of tens or hundreds (our translation)
Curriculum point CM2.NC.45 (our numbering) Multiply a whole number less than 10 of tens, hundreds or thousands by a whole number less than 10 of tens, hundreds or thousands (our translation)

In Grade 4, students practice multiplying a whole number less than 10 by a whole number of tens, as in 4 × 30 or 7 × 80. The goal is to break down the operation using place value: understanding that 4 × 30 corresponds to 4 times 3 tens, which is 12 tens, giving 120.

The most common mistake occurs when the intermediate result already ends in a zero, such as with 5 × 40 or 4 × 50. The child mentally calculates 4 × 5 = 20 and then forgets to add the zero representing the tens, thinking that the task is already finished, writing 20 instead of 200. This happens when they apply a visual rule without thinking about the tens being manipulated.

Through the exercises in the Multiplying by a multiple of ten model, students practice with series of direct calculations. This regular practice allows them to consolidate their automatic recall and effectively apply their multiplication tables in mental math.

Create a worksheet for this skill Multiple-choice test

Task types: Multiplying by tens: choose the result (grade 3) · Multiply by a multiple of ten (grade 3) · Multiplying by tens: true or false (grade 3)

Converting units of mass

Your child learns to convert a measurement of mass into a smaller unit, from milligrams to tonnes, to express and compare quantities with precision.

Curriculum point CE2.GM.13 (our numbering) Know the relationships between common units of mass. (our translation)
Curriculum point CM1.GM.10 (our numbering) Know and use the units of mass from the milligram to the kilogram and the tonne, and their associated symbols (our translation)
Curriculum point CM1.GM.11 (our numbering) Know the relationships between units of mass (our translation)
Curriculum point CM1.GM.13 (our numbering) Comparing masses (our translation)

In 4th grade, your child learns to use units of mass from the milligram (mg) to the kilogram (kg), up to the tonne (t). Working with whole numbers, they mainly practice converting units to express a measurement in a smaller unit, for example going from kilograms to grams or from tonnes to kilograms.

The most common mistake is confusing the relationships between measurements by adding too many or not enough zeros. Students often forget that there is a factor of 1,000 between the kilogram and the gram, or between the tonne and the kilogram, and sometimes instinctively apply a factor of 10 or 100, forgetting the intermediate units.

Through exercises such as Convert to a smaller unit of mass, the child practices direct equivalences. A typical prompt asks them, for instance, to convert a given value, such as writing that 4 kg is equal to 4,000 g or that 7 t corresponds to 7,000 kg.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Convert to a larger unit of weight · Convert to a smaller unit of weight · Converting units of weight: choose the result · Units of weight: compare · Write a weight in one unit · Mass in kilograms: find the mistake (grade 5–6) · Mass in kilograms: true or false (grade 5–6) · Mass in kilograms: choose the decimal (grade 5–6)

Comparing fractions with the same denominator

In fourth grade, students learn to compare two fractions that have the same denominator by observing the value of their numerators.

Curriculum point CE1.NC.19 (our numbering) Compare fractions with the same denominator. (our translation)
Curriculum point CE1.NC.20 (our numbering) Compare fractions whose numerator is 1. (our translation)
Curriculum point CE2.NC.13 (our numbering) Compare fractions less than 1. (our translation)
Curriculum point CM1.NC.20 (our numbering) Comparing fractions (our translation)

In fourth grade, students learn to compare fractional quantities based on equal sharing. When two fractions have the same denominator, the unit is divided into parts of identical size: the child must then recognize that the larger fraction is simply the one with the greatest number of parts, that is, the largest numerator.

A common mistake occurs when children lose sight of the role of each number. Having sometimes learned that more parts mean smaller pieces, they hesitate and apply this intuition in reverse, mistakenly thinking that a higher numerator results in a smaller quantity, or confusing the number of parts taken with the total number of parts.

Through the practice exercises titled Compare fractions with the same denominator, students get hands-on practice placing the symbols <, >, or = between two expressions, for example to determine whether 3/8 is less than or greater than 5/8.

Create a worksheet for this skill Multiple-choice test

Task types: Comparing fractions with the same denominator: true or false (grade 3) · Fractions with the same denominator: compare (grade 3) · Larger fraction: choose the numerator (grade 3)

Reading, writing and using simple fractions

In CM1, your child learns to read, write, and represent fractions to indicate the equal sharing of a collection of objects.

Curriculum point CE1.NC.16 (our numbering) Know how to interpret, represent, write and read the fractions 1/2, 1/3, 1/4, 1/5, 1/6, 1/8 and 1/10. (our translation)
Curriculum point CE1.NC.17 (our numbering) Know how to interpret, represent, write and read fractions less than or equal to 1. (our translation)
Curriculum point CE1.NC.18 (our numbering) To know and use the words “denominator” and “numerator”. (our translation)
Curriculum point CM1.NC.14 (our numbering) Know how to interpret, represent, write and read fractions (our translation)
Curriculum point CM2.NC.13 (our numbering) Interpret, represent, write and read fractions (our translation)

In 4th grade, students learn to interpret, represent, read, and write fractions in the form a/b. They consolidate their use of the mathematical terms numerator and denominator to name the numbers, and they understand that a fraction expresses a precise quantity obtained by dividing into equal parts.

The most common mistake is to view the two numbers in a fraction as two independent whole numbers rather than as a single number. When faced with a collection of objects, children often tend to confuse the numerator and the denominator, or forget to divide the whole into strictly equal groups before selecting a part of it.

In practice, in exercises on the fraction of a set: a/b of the whole, students work with a concrete set of items (for example, a group of 12 marbles). They must then calculate or circle a given fraction of this whole, such as 3/4 or 2/3 of the objects, by first dividing the collection by the denominator and then multiplying by the numerator.

Create a worksheet for this skill Multiple-choice test

Task types: Fraction of a set: choose how many items (grade 3) · Fraction of a set: a/b of the whole (grade 3) · One part of a set: choose the number (grade 3)

Placing numbers on the number line

In 4th grade, students learn to locate points and position numbers on a graduated number line, particularly by making jumps of tens.

Curriculum point CE1.NC.10 (our numbering) Knowing how to place numbers on a graduated half-line. (our translation)
Curriculum point CE2.NC.10 (our numbering) Knowing how to place numbers on a graduated half-line. (our translation)
Curriculum point CM1.NC.10 (our numbering) Know how to place numbers and locate points on a graduated half-line (our translation)
Curriculum point CM2.NC.7 (our numbering) Placing numbers and locating points on a graduated half-line (our translation)
Curriculum point CP.NC.8 (our numbering) Knowing how to place numbers on a graduated half-line, counting one by one. (our translation)

In 4th grade, your child learns to place numbers and locate points on a number line. This work builds on number sense benchmarks to reinforce place value, moving numbers along evenly spaced tick marks, especially in steps of 10.

The most common mistake is counting the tick marks one by one as if they were single units, without identifying the actual value of the interval. Children often forget to check the distance between two numbers already marked and assign an incorrect value to the target mark.

In exercises on jumping by tens on the number line, students observe a line where only certain tens are shown. They must follow the steady jumps of 10 to find the number corresponding to a missing mark or plot the exact location of a requested value.

Create a worksheet for this skill Multiple-choice test

Task types: Jump by tens on the number line (grade 2) · Jump by tens: choose the number (grade 2) · Jump by tens: true or false (grade 2)

Converting capacities to a smaller unit

Your child is learning to convert a measurement of capacity, from millilitres to hectolitres, into a smaller unit.

Curriculum point 5e.EG.6 (our numbering) Know and convert common units (volume and capacity). (our translation)
Curriculum point CM1.GM.16 (our numbering) Know and use the units of capacity from the millilitre to the hectolitre and the associated symbols (our translation)
Curriculum point CM1.GM.17 (our numbering) Know the relationships between units of capacity (our translation)
Curriculum point CM1.GM.19 (our numbering) Compare capacities (our translation)

In 4th grade, your child learns to work with units of capacity, from the milliliter (mL) up to the hectoliter (hL). They practice expressing a given quantity in a smaller unit of measurement, which then allows them to easily compare different volumes.

A common mistake is forgetting intermediate units, such as decaliters or deciliters, when converting from one measurement to another. The student may then add an incorrect number of zeros if they skip directly from hectoliters to liters without following place-value steps.

Through exercises such as Convert to a smaller unit of capacity, the child is asked, for example, to convert 4 L into cL or 2 hL into L. By using a conversion chart or the relationships between units (such as 1 L = 100 cL), they determine the equivalent numerical value.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Units of capacity: find the mistake · Units of capacity: true or false · Capacity to a smaller unit: choose the result · Convert to a larger unit of capacity · Convert to a smaller unit of capacity · Units of capacity: compare

Setting up multi-digit multiplication

In Grade 4, students learn to set up and perform column multiplication of two multi-digit whole numbers.

Curriculum point CE2.NC.19 (our numbering) Set up and carry out multiplications of a two- or three-digit number by a one- or two-digit number. (our translation)
Curriculum point CM1.NC.50 (our numbering) Set out and perform multiplications of two whole numbers (our translation)

After multiplying a two- or three-digit number by a one- or two-digit number in 3rd grade, 4th-grade students move on to the multiplication of two multi-digit whole numbers. They apply the complete standard algorithm by aligning ones under ones and successively calculating the partial products.

The most common mistake occurs when moving to the second digit of the multiplier: students often forget to place the placeholder zero for the tens (or hundreds), which makes the final addition incorrect. Managing carries also causes problems when they are confused between the multiplication step and the final addition.

With the multi-digit long multiplication worksheets, practice includes problems already laid out in a grid or to be set up by the student, helping children automate digit alignment, writing placeholder zeros, and accurately managing carries.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Multiply multi-digit numbers (columns) · Numbers to 100,000: multiplication word problem · Multiplying by a two-digit number: choose (grade 5–6) · Written multiplication: choose the partial product (grade 5–6) · Written multiplication: the missing partial product (grade 5–6)

Find the value for a single object

Your child learns to calculate the value of a single item from a given quantity to solve a proportionality problem.

Curriculum point 5e.PF.4 (our numbering) Use a coefficient of proportionality in concrete contexts (unit price, average speed, scale, etc.). (our translation)
Curriculum point 6e.P.1 (our numbering) Know the definition of proportionality between two quantities and relate it to everyday expressions (our translation)
Curriculum point 6e.P.2 (our numbering) Identify whether a situation falls under the "model" of proportionality (our translation)
Curriculum point 6e.P.3 (our numbering) Solve a proportionality problem by choosing an appropriate procedure: linearity property for multiplication or addition, return to the unit (our translation)
Curriculum point CM1.P.1 (our numbering) Identify a situation of proportionality (our translation)
Curriculum point CM1.P.2 (our numbering) Being able to solve a proportionality problem (our translation)
Curriculum point CM2.P.1 (our numbering) Identify a situation of proportionality (our translation)
Curriculum point CM2.P.2 (our numbering) Be able to solve a proportionality problem (our translation)

In fourth grade, students learn to solve proportionality problems by determining the value of a single unit. They rely on division and calculations with whole numbers to find, for example, the price or mass of a single item based on information given for a group of identical objects.

A common mistake is choosing subtraction instead of equal sharing. When faced with three items costing €6, some students calculate 6 − 3 instead of dividing by 3, thereby confusing the numerical difference with finding the unit share.

In worksheets such as How Much for Just One?, children encounter concrete everyday situations: knowing the price of a pack of notebooks or the weight of a box of cookies, they must set up the correct operation to calculate the exact value corresponding to a single unit.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Value for one unit: find the mistake (grade 5–6) · Value for one unit: true or false (grade 5–6) · Price per item step by step (grade 5–6) · Price per item: extra data (grade 5–6) · Unit rate: word problem, the value for one (grade 5–6) · Value for one unit: choose the result (grade 5–6) · Unit price: where is it cheaper? (grade 5–7)

Long division by a single-digit number

Your child learns to set up and calculate a Euclidean division with a single-digit divisor to find an integer quotient and its remainder.

Curriculum point CM1.NC.52 (our numbering) Perform Euclidean divisions with a one-digit divisor, setting them out and carrying them out. (our translation)
Curriculum point CM2.NC.55 (our numbering) Pose and carry out decimal divisions with a whole-number dividend and a one-digit divisor (our translation)

In 4th grade, your child learns how to set up long division to perform Euclidean division with a single-digit divisor. The goal is to obtain a whole-number quotient and a remainder strictly less than the divisor, without moving on to decimal division, which is taught in 5th grade.

The most common mistake occurs when the child underestimates the partial quotient and gets an intermediate subtraction result that is greater than or equal to the divisor. Another common pitfall is forgetting the digit 0 in the quotient when bringing down a digit results in a number smaller than the divisor.

With the Long Division by a Single Digit exercise template, students apply the precise sequence of steps: divide, multiply, subtract, and then bring down the next digit, before writing the result as a quotient and a remainder.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Long division: choose the dividend · Long division: the missing dividend · Quotients without a remainder: put in order · Long division by a one-digit number · Long division in a word problem · Long division: a zero in the quotient — choose

Read and compare a bar chart

Your child learns to read the height of the bars on a graph to identify values and easily compare different quantities.

Curriculum point 1re.AUT.13 (our numbering) Read a graph, a histogram, a bar chart or pie chart, a box plot or any other representation (identify the origin of the axes, the units of the graduations or the scales, etc.). (our translation)
Curriculum point 1re.AUT.14 (our numbering) Move from the graph to the data and vice versa. (our translation)
Curriculum point 2de.AUT.24 (our numbering) Read and comment on common graphs: • bar chart; • pie chart, semi-circular chart; • curve, scatter plot (Cartesian diagram). (our translation)
Curriculum point 5e.OGD.2 (our numbering) Calculer des effectifs et des fréquences (exprimées sous forme décimale, fractionnaire ou de pourcentage).Calculate absolute frequencies and relative frequencies (expressed as decimals, fractions or percentages). (our translation)
Curriculum point 5e.OGD.3 (our numbering) Read and interpret information presented in the form of tables, diagrams and graphs. (our translation)
Curriculum point 6e.OGD.4 (our numbering) Make a choice by filtering the data in a table according to a criterion (our translation)
Curriculum point CM1.OGD.2 (our numbering) Read and interpret data from a single- or double-entry table, a bar chart or a line graph (our translation)
Curriculum point CM1.OGD.3 (our numbering) Solve one- or multi-step problems using data from a single- or double-entry table, a bar chart or a line graph (our translation)
Curriculum point CM2.OGD.2 (our numbering) Read and interpret data from a table, a bar chart, a pie chart or a line graph (our translation)
Curriculum point CM2.OGD.3 (our numbering) Solve one- or two-step problems using data from a table, a bar chart, a pie chart or a line graph (our translation)

In fourth grade, students learn to extract and interpret data presented in a table or graph, particularly a bar chart. Children must make the connection between the two axes to identify categories and match each bar with a numerical scale mark, enabling them to rank items or identify extreme values.

A common mistake occurs when reading the value axis: children often instinctively count the number of grid squares instead of carefully looking at the scale markings, especially when an interval represents 2, 5, or 10 units. They may also lack precision when tracing horizontally from the top of a bar across to the axis.

Through the exercise Compare the bars of the chart, students observe a real-world situation represented graphically, such as sports scores or headcounts. They compare the length of the bars to answer simple questions: determining who has the most, ordering categories, or estimating the difference between two measurements.

Create a worksheet for this skill Multiple-choice test

Task types: Bar chart – how many more: find the mistake · Bar chart: compare the bars · Bar chart: how many more — true or false · Reading a bar chart: choose the total · Mean from a dot plot (grade 7–8) · Mean of four bars in a chart (grade 7–8) · Mean of four bars in a chart: choose the result (grade 7–8) · Scaled pictogram: how many more (grade 7–8) · Share of a bar in the total as a percentage (grade 7–8)

Reading and writing decimals in 4th grade

The student learns to read and write decimal numbers by identifying the role of digits, particularly tenths and hundredths.

Curriculum point 6e.NC.1 (our numbering) Know and use the value of digits according to their position in the writing of a number (our translation)
Curriculum point 6e.NC.2 (our numbering) Know the links between the numeration units: unit, ten, hundred, thousand, tenth, hundredth, thousandth (our translation)
Curriculum point 6e.NC.4 (our numbering) Recognise a decimal number (our translation)
Curriculum point CM1.NC.23 (our numbering) Interpret, represent, write and read decimal fractions (our translation)
Curriculum point CM1.NC.24 (our numbering) Know and use the relationships between simple units, tenths and hundredths (our translation)
Curriculum point CM1.NC.27 (our numbering) Write a decimal fraction greater than 1 as the sum of a whole number and decimal fractions having a numerator less than 10 (our translation)
Curriculum point CM1.NC.31 (our numbering) Interpret, represent, write and read decimal numbers (decimal notation) (our translation)
Curriculum point CM2.NC.23 (our numbering) Interpret, represent, write and read decimal fractions (our translation)
Curriculum point CM2.NC.24 (our numbering) Know and use the relationships between simple units, tenths, hundredths and thousandths (our translation)
Curriculum point CM2.NC.27 (our numbering) Write a decimal fraction greater than 1 as the sum of a whole number and decimal fractions having a numerator less than 10 (our translation)
Curriculum point CM2.NC.31 (our numbering) Interpret, represent, write and read decimal numbers (decimal notation) (our translation)

In 4th grade, students discover decimal numbers through their connection with decimal fractions. They learn to identify the value of each digit according to its place after the decimal point, working primarily with ones, tenths, and hundredths.

A common mistake is confusing the tenths place with the hundredths place, or applying whole number rules to the decimal part. For example, a child might think that the rightmost digit is always the smallest, or confuse the hundredths digit with the hundreds digit.

In practice, exercises require analyzing the decimal form of a given number. With activities like Find the hundredths digit, students must observe a decimal number and pinpoint the exact digit representing the hundredths, located in the second place after the decimal point.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Find the digit in the hundredths place · Decimal place value: choose the thousandths digit · Decimal place value: expanded form · Decimal place value: value of a digit · Decimal: choose the value of a digit

Reading a decimal number on a number line

The child learns to locate and read the value of a decimal number in decimal notation on a graduated number line.

Curriculum point 5e.EG.1 (our numbering) On a number line: - read the coordinate of a given point; - place a point with a given coordinate. (our translation)
Curriculum point 6e.NC.29 (our numbering) Graduate a segment of a given length (our translation)
Curriculum point 6e.NC.7 (our numbering) Place on a graduated half-line a point whose abscissa is a decimal number (our translation)
Curriculum point 6e.NC.8 (our numbering) Locate a decimal number on a graduated half-line (our translation)
Curriculum point CM1.NC.25 (our numbering) Place a decimal fraction on a graduated half-line and locate a point on a graduated half-line by a decimal fraction (our translation)
Curriculum point CM1.NC.32 (our numbering) Place a decimal number written with a decimal comma on a graduated half-line, and locate a point on a graduated half-line by a decimal number (our translation)
Curriculum point CM2.NC.25 (our numbering) Place a decimal fraction on a graduated half-line and locate a point on a graduated half-line by a decimal fraction (our translation)
Curriculum point CM2.NC.32 (our numbering) Place a decimal number written with a decimal comma on a graduated half-line, and identify a point on a graduated half-line by a number written with a decimal comma (our translation)

In 4th grade, children learn to connect decimal notation to a geometric position. They practice observing a number line divided into tenths or hundredths to accurately identify and read the coordinate of a point given as a decimal number.

A common mistake is counting intervals as simple whole units without checking the value of each graduation step. For example, some children write 2.3 instead of 2.03 by confusing tenths and hundredths, or count the tick marks instead of measuring the regular intervals starting from the preceding whole number.

Through exercises such as "Read the decimal number on the number line", students observe a marker placed between two benchmark graduations. They must determine the subdivision of the unit, count the corresponding parts, and write the exact decimal number indicated by the arrow.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Decimals on a number line: choose the distance · Decimals on a number line: choose the midpoint · Decimals on a number line: distance between two numbers · Read a decimal on a number line · Decimals on a number line: the midpoint

Locating a fraction on a number line

In 4th grade, your child learns to locate and read a fraction or the sum of a whole number and a fraction on a number line.

Curriculum point 2de.NC.11 (our numbering) Read the abscissa of a real number on a graduated number line and place a real number with a given abscissa. (our translation)
Curriculum point 6e.NC.28 (our numbering) Place a fraction on a graduated number line in simple cases (our translation)
Curriculum point 6e.NC.29 (our numbering) Graduate a segment of a given length (our translation)
Curriculum point CE2.NC.12 (our numbering) Divide a unit of length into fractions of the unit and measure non-integer lengths relative to that unit. (our translation)
Curriculum point CM1.NC.18 (our numbering) Know how to place a fraction or the sum of a whole number and a fraction less than one on a graduated half-line (our translation)
Curriculum point CM1.NC.19 (our numbering) Know how to locate a point on a graduated ray by a fraction or by the sum of a whole number and a fraction (our translation)
Curriculum point CM2.NC.17 (our numbering) Locate a fraction, or the sum of a whole number and a fraction less than one, on a graduated number line (our translation)
Curriculum point CM2.NC.18 (our numbering) Locate a point on a graduated half-line by a fraction or by the sum of a whole number and a fraction (our translation)

In fourth grade, students learn to identify the position of a point on a number line using a fraction, including for values greater than 1. They practice naming this point as a simple fraction or in the decomposed form of a whole number accompanied by a fraction less than 1.

The most common mistake is counting the tick marks rather than the intervals separating the whole numbers. Many students also tend to look for the denominator by counting all the marks drawn on the line, instead of looking only at the number of equal parts that divide a single unit (between 0 and 1).

In the exercise Read the fraction on the number line, the child observes an arrowed line where a specific tick mark is indicated. They must first determine how many equal segments the unit is divided into to find the denominator, then count the parts from the origin in order to name the exact fraction indicated by the mark.

Create a worksheet for this skill Multiple-choice test

Task types: A fraction on a number line: choose the fraction · A fraction on a number line: true or false · Read a fraction on a number line

Recognizing parallel and perpendicular segments

Your child is learning to identify and distinguish parallel or perpendicular segments drawn on a grid.

Curriculum point CE1.EG.12 (our numbering) Know and use the code for right angles. (our translation)
Curriculum point CE2.EG.11 (our numbering) Know and use the notation for a right angle and the notation showing that segments have the same length. (our translation)
Curriculum point CM1.EG.3 (our numbering) Know the common codes used in geometry (our translation)
Curriculum point CM1.EG.5 (our numbering) Recognise and use the notion of perpendicularity (our translation)
Curriculum point CM1.EG.6 (our numbering) Recognise and use the notion of parallelism (our translation)
Curriculum point CM2.EG.3 (our numbering) Know the usual notations and codes used in geometry (our translation)
Curriculum point CM2.EG.4 (our numbering) Recognise and use the notion of perpendicularity (our translation)
Curriculum point CM2.EG.5 (our numbering) Recognise and use the concept of parallelism (our translation)

In fourth grade, students learn to identify fundamental geometric relationships between drawn lines. On a grid, they observe the direction of line segments to recognize whether they are perpendicular (if they form a right angle) or parallel (if they maintain a constant distance without ever intersecting).

A common difficulty stems from confusing the two terms, or from the idea that two segments must necessarily touch to be perpendicular. Some students also tend to rely solely on the length of the segments rather than on their inclination relative to the grid lines.

In the exercise Parallel or perpendicular?, the child observes pairs of line segments drawn on a grid. Using the grid lines as a guide, they must analyze their arrangement and accurately indicate whether the given segments are parallel or perpendicular.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Parallel or perpendicular? · Distance of parallel lines: find the mistake (grade 6–7) · Distance of parallel lines: true or false (grade 6–7) · Parallel lines: choose the distance (grade 6–7) · Parallel lines: distance (grade 6–7)

Finding the reflection of a point across a line

In Grade 4, students learn to identify a line of symmetry and to plot the reflection of a point across a line, particularly a horizontal or vertical one.

Curriculum point 6e.EG.20 (our numbering) Know the definition of the reflection of a point in a line (our translation)
Curriculum point 6e.EG.21 (our numbering) Know and use the properties of axial symmetry to carry out constructions (our translation)
Curriculum point CE2.EG.12 (our numbering) Recognise whether a figure has one or more axes of symmetry by using folding or tracing paper. (our translation)
Curriculum point CE2.EG.13 (our numbering) Complete, on squared or dotted paper, a simple figure so that it becomes symmetrical with respect to a given axis. (our translation)
Curriculum point CM1.EG.11 (our numbering) Recognise whether a figure has one or more axes of symmetry (our translation)
Curriculum point CM1.EG.12 (our numbering) Complete a figure so that it is symmetrical with respect to a given line, horizontal or vertical (our translation)
Curriculum point CM1.EG.13 (our numbering) Construct, on squared paper, the figure symmetrical to a given figure with respect to a horizontal or vertical line (our translation)
Curriculum point CM2.EG.12 (our numbering) Construct, on squared paper, the figure symmetrical to a given figure with respect to a vertical, horizontal or diagonal line of the grid (our translation)

In fourth grade, your child learns to recognize whether a shape has one or more lines of symmetry and to complete a figure across a horizontal or vertical line. They consolidate this geometric understanding by practicing how to identify and plot the exact position of the reflection of a point across this line.

The most common mistake is reproducing the point by simply sliding it (such as shifting it to the right or downward) instead of applying a mirror reflection. Students sometimes forget to measure the distance perpendicularly to the line, which leads them to place the reflected point diagonally or at the wrong distance from the line.

In the activity Reflection of a point across a line, the child works with a given line and a single point. They must count the distance separating this point from the line of symmetry in order to plot its reflection on the other side, ensuring it remains strictly perpendicular to the line drawn.

Create a worksheet for this skill Drill sheet (numbers only)Multiple-choice test

Task types: Line symmetry: how many lines of symmetry · Line symmetry: find the mistake (grade 5–7) · Line symmetry: reflect across a vertical line (grade 5–7) · Line symmetry: true or false (grade 5–7) · Reflect a point in a line (grade 5–8) · Reflection in a vertical line: choose the coordinate (grade 5–7) · Line of symmetry in context: where is the mirror line (grade 5–7) · Line symmetry: axis of a pair of points (grade 5–7) · Reflection in context: where is the mirror image (grade 5–7)

Recognize and name common solids

In CM1, your child learns to recognize and precisely name solids: cube, rectangular prism, sphere, cylinder, cone, pyramid, and right prism.

Curriculum point CM1.EG.14 (our numbering) Name a cube, a sphere, a cuboid, a cone, a pyramid, a cylinder and a right prism (our translation)
Curriculum point CM2.EG.13 (our numbering) Name a cube, a sphere, a cuboid, a cone, a pyramid, a cylinder or a right prism (our translation)

In 4th grade, students learn to visually identify and name the standard 3D shapes in the curriculum: the cube, the rectangular prism, the sphere, the cone, the pyramid, the cylinder, and the right prism. They master the formal geometric vocabulary to identify these spatial shapes without confusing them.

The most common mistake is confusing solids that have a similar overall shape but different surfaces. For example, students often hesitate between the cone (with a circular base) and the pyramid (with triangular lateral faces), or between the cylinder and the right prism. Sometimes, they also use the name of a 2D flat shape (such as "circle" or "square") instead of the name of the three-dimensional solid.

Through the exercise What is this solid?, the child observes a drawing of an everyday object or a three-dimensional geometric shape. They must analyze its overall appearance and write the exact name of the solid shown.

Create a worksheet for this skill Multiple-choice test

Task types: Which solid is it? · Which solid is it? Choose the name · Edges of a solid: find the mistake · Edges of a solid: true or false

Recognizing the net of a cube

In fourth grade, your child learns how to check if an arrangement of six squares forms a cube when folded.

Curriculum point 5e.EG.4 (our numbering) Know how to relate a representation in cavalier perspective and a net of a cuboid, a right prism or a right circular cylinder. (our translation)
Curriculum point CM1.EG.20 (our numbering) Recognise a net of a cube (our translation)
Curriculum point CM1.EG.21 (our numbering) Construct a net of a cube (our translation)
Curriculum point CM2.EG.15 (our numbering) Recognise a net of a cube (our translation)
Curriculum point CM2.EG.16 (our numbering) Construct a net of a cube (our translation)
Curriculum point CM2.EG.17 (our numbering) Recognize a net of a rectangular prism (our translation)

In 4th grade, students practice recognizing a net of a cube. They observe a flat layout made up of six identical square faces and must determine, by visualizing the folding steps in 3D space, whether the figure forms a closed cube.

A classic mistake is simply counting the faces: children see six squares and immediately conclude that it is a valid net. Without mentally checking the fold edge by edge, they fail to notice that certain arrangements cause two squares to overlap, leaving one side of the cube open.

Through exercises such as Is this a net of a cube?, children encounter various arrangements of squares. They practice identifying configurations that work and eliminating those where faces overlap.

Create a worksheet for this skill Multiple-choice test

Task types: Cube net – the opposite face: find the mistake (grade 5–7) · Cube net: the opposite face (grade 5–7) · Cube net: the opposite face: choose the result (grade 5–7) · Cube net: the opposite face: true or false (grade 5–7) · Net of a cube: is it a net? (grade 5–6) · Cube net in context: making a dice (grade 5–7)

Free sample worksheets for this grade (PDF)

Grade 4 (France) — printable math worksheet

Task templates to print

Every task type, grouped by skill. Clicking one opens the worksheet generator with it already selected.

Measuring an area by tiling with squares

Finding the missing number in an equality

Put the sign between the sum and the number
Equal sides: how many more to add
Break apart a number within 10 (grade 1)
Break apart a number within 10: choose the result (grade 1)
Break apart a number within 10: true or false (grade 1)
Equation with a box: choose the missing number (grade 3)
Missing addend (box equation) (grade 3)
A balanced scale: how much does the hidden block weigh (grade 2–3)
Box in subtraction: what number was taken from? (grade 2–3)
Equation with a box: missing first addend (grade 2–3)
Equation with a box: true or false (grade 2–3)
Equation with a box: a sum of three numbers (grade 3)
Equation with a box: fill in both boxes (grade 2–3)

Mastering multiplication tables up to 100

Missing factor: choose the number (grade 3)
Times tables: choose the result (grade 3)
Multiplication as addition: how many times it was taken (grade 2–3)
Multiplication table (to 100) (grade 3)
Multiplication: equal groups altogether (grade 2–3)
Multiplication: how many dots in the array (grade 2–3)
Missing factor (multiplication table) (grade 3)
Multiplication with one number too many (grade 3)
Multiplication: check and find the mistake (grade 3)
Multiplication: which is larger and by how much? (grade 3)

Prism: choose the number of vertices
Edges of a solid from a picture
Faces of a solid from a picture
Faces of a solid from a picture: choose the result
Faces of a solid from a picture: find the mistake
Faces of a solid from a picture: true or false
Prism: choose the number of edges
Pyramid: choose the number of edges
Vertices of a solid from a picture
Vertices of a solid from a picture: choose the result
Vertices of a solid from a picture: find the mistake
Vertices of a solid from a picture: true or false
Prism: how many vertices? (grade 5–6)
Pyramid: how many faces? (grade 5–6)
Prism: how many edges? (grade 5–6)
Prism: the base from the number of edges (grade 5–6)
Pyramid: how many edges? (grade 5–6)
Pyramid: the base from the number of edges (grade 5–6)
Solid in the picture – lateral faces: find the mistake (grade 7–8)
Solid in the picture: lateral faces (grade 7–8)
Solid in the picture: lateral faces: choose the result (grade 7–8)
Solid in the picture: lateral faces: true or false (grade 7–8)

Comparing the chances of an event

Estimating everyday measurements and prices

Estimation: will the result fit
About how much will we pay in total (grade 3)
Estimate the difference: round to the nearest ten (grade 3)
Estimate the sum: round to the nearest ten (grade 3)
Estimating a cost by rounding up (grade 3)
Estimation: find prices that match the estimate (grade 3)

Reading the exact time on an analog clock

Reading a clock: true or false (grade 2–3)
Reading a clock: which time is on the dial (grade 2–3)
Reading the clock (grade 3)
Clock: correct the mistake in reading (grade 2–3)
Clock: how many minutes to the full hour? (grade 3)
Clock: which shows the earlier time? (grade 3)

Distinguishing the certain, the possible, and the impossible

Column Addition and Subtraction

Finding a missing number in a proportion

Proportion: choose the missing term (grade 5–6)
Proportion: find the mistake (grade 5–6)
Proportion: missing value (grade 5–6)
Proportion: true or false (grade 5–6)
Direct proportion: complete the table (grade 6–7)
Proportion word problem: scale to another number of items (grade 5–6)
Proportion: the missing third term (grade 5–6)

Equation from context: which number was it (grade 5–6)
Equation with an unknown: choose the answer (grade 5–6)
Equation with an unknown: find the mistake (grade 5–6)
Equation with an unknown: true or false (grade 5–6)
Equation for the starting amount: word problem (grade 5–6)

Classify the angle
Complementary angles in context: making a right angle
Complementary angles: find the other angle
Supplementary angles in context: along a straight line
Supplementary angles: choose the other angle
Supplementary angles: find the other angle
A half turn of a clock hand (grade 2–3)
A half turn of a clock hand: true or false (grade 2–3)
A quarter turn anticlockwise (grade 2–3)
A quarter turn clockwise (grade 2–3)
A quarter turn clockwise: choose the result (grade 2–3)
A three-quarter turn clockwise (grade 2–3)
Vertical angles: choose the measure (grade 5–7)

Calculate a fraction of a number

Finding a common denominator

Common denominator: choose the numerator (grade 5–6)
Common denominator: find the least one (grade 5–6)
Common denominator: choose the least one (grade 5–6)

Writing a decimal number as a fraction

Writing a fraction as a decimal number

Write a fraction as a decimal
Fraction to decimal: choose the decimal (grade 5–6)
Fraction to decimal: find the mistake (grade 5–6)
Fraction to decimal: true or false (grade 5–6)

Comparing decimal numbers

Recognizing multiples and divisors

List all factors of a number
Factors of a number: choose how many (grade 5–6)
Factors: how many are there? (grade 5–6)
Divisors in context: how many ways to set out equal rows (grade 5–6)
Factors: smallest number with k factors (grade 6–7)
Smallest number with k divisors: find the mistake (grade 6–7)
Smallest number with k divisors: true or false (grade 6–7)

Multiply a digit by a multiple of 10

Multiplying by tens: choose the result (grade 3)
Multiply by a multiple of ten (grade 3)
Multiplying by tens: true or false (grade 3)

Converting units of mass

Convert to a larger unit of weight
Convert to a smaller unit of weight
Converting units of weight: choose the result
Units of weight: compare
Write a weight in one unit
Mass in kilograms: find the mistake (grade 5–6)
Mass in kilograms: true or false (grade 5–6)
Mass in kilograms: choose the decimal (grade 5–6)

Comparing fractions with the same denominator

Comparing fractions with the same denominator: true or false (grade 3)
Fractions with the same denominator: compare (grade 3)
Larger fraction: choose the numerator (grade 3)

Reading, writing and using simple fractions

Fraction of a set: choose how many items (grade 3)
Fraction of a set: a/b of the whole (grade 3)
One part of a set: choose the number (grade 3)

Placing numbers on the number line

Jump by tens on the number line (grade 2)
Jump by tens: choose the number (grade 2)
Jump by tens: true or false (grade 2)

Converting capacities to a smaller unit

Setting up multi-digit multiplication

Multiply multi-digit numbers (columns)
Numbers to 100,000: multiplication word problem
Multiplying by a two-digit number: choose (grade 5–6)
Written multiplication: choose the partial product (grade 5–6)
Written multiplication: the missing partial product (grade 5–6)

Find the value for a single object

Value for one unit: find the mistake (grade 5–6)
Value for one unit: true or false (grade 5–6)
Price per item step by step (grade 5–6)
Price per item: extra data (grade 5–6)
Unit rate: word problem, the value for one (grade 5–6)
Value for one unit: choose the result (grade 5–6)
Unit price: where is it cheaper? (grade 5–7)

Long division by a single-digit number

Read and compare a bar chart

Bar chart – how many more: find the mistake
Bar chart: compare the bars
Bar chart: how many more — true or false
Reading a bar chart: choose the total
Mean from a dot plot (grade 7–8)
Mean of four bars in a chart (grade 7–8)
Mean of four bars in a chart: choose the result (grade 7–8)
Scaled pictogram: how many more (grade 7–8)
Share of a bar in the total as a percentage (grade 7–8)

Parallel or perpendicular?
Distance of parallel lines: find the mistake (grade 6–7)
Distance of parallel lines: true or false (grade 6–7)
Parallel lines: choose the distance (grade 6–7)
Parallel lines: distance (grade 6–7)

Finding the reflection of a point across a line

Line symmetry: how many lines of symmetry
Line symmetry: find the mistake (grade 5–7)
Line symmetry: reflect across a vertical line (grade 5–7)
Line symmetry: true or false (grade 5–7)
Reflect a point in a line (grade 5–8)
Reflection in a vertical line: choose the coordinate (grade 5–7)
Line of symmetry in context: where is the mirror line (grade 5–7)
Line symmetry: axis of a pair of points (grade 5–7)
Reflection in context: where is the mirror image (grade 5–7)

Recognize and name common solids

Recognizing the net of a cube

Cube net – the opposite face: find the mistake (grade 5–7)
Cube net: the opposite face (grade 5–7)
Cube net: the opposite face: choose the result (grade 5–7)
Cube net: the opposite face: true or false (grade 5–7)
Net of a cube: is it a net? (grade 5–6)
Cube net in context: making a dice (grade 5–7)

Other task types

Create a worksheet for this curriculum

Outside the curriculum — extra tasks

Tasks that this grade's curriculum does not include, but other countries teach at this level. Free, like everything here, and never mixed into the topics or the ready-made tests of the curriculum.

Rounding multi-digit numbers to the nearest hundred (in the curriculum of: Austria, Switzerland, Germany +5)
Tipping a dice in your head (in the curriculum of: Switzerland, Germany, Spain +2)
Tipping a dice twice (in the curriculum of: Switzerland, Germany, Spain +2)
Weeks and days: find the mistake (in the curriculum of: Austria, Switzerland, Germany +4)
Weeks and days: true or false (in the curriculum of: Austria, Switzerland, Germany +4)
Fraction line plot – difference: find the mistake (in the curriculum of: United States)
Fraction line plot: difference, true or false (in the curriculum of: United States)
Grid: area after enlarging (in the curriculum of: Austria, Switzerland, Germany +2)
Grid: area after enlarging: choose the result (in the curriculum of: Austria, Switzerland, Germany +2)
Grid: side after enlarging (in the curriculum of: Austria, Switzerland, Germany +2)
Grid: side after reducing (in the curriculum of: Austria, Switzerland, Germany +2)
Grid: the scale factor (in the curriculum of: Austria, Switzerland, Germany +2)
Line plot: longest minus shortest (in the curriculum of: United States)
Read a Roman numeral (in the curriculum of: United Kingdom, Italy, Poland)
Roman numerals to 3000: choose the value (in the curriculum of: United Kingdom, Italy, Poland)
Roman numerals to 3000: find the mistake (in the curriculum of: United Kingdom, Italy, Poland)
Roman numerals to 3000: true or false (in the curriculum of: United Kingdom, Italy, Poland)
Round to the nearest ten thousand (in the curriculum of: Austria, Switzerland, Germany +5)
Round to the nearest thousand (in the curriculum of: Austria, Switzerland, Germany +5)
Rounding to the nearest thousand: choose the result (in the curriculum of: Austria, Switzerland, Germany +5)
Rounding to the nearest thousand: find the mistake (in the curriculum of: Austria, Switzerland, Germany +5)
Rounding to the nearest thousand: insert the sign (in the curriculum of: Austria, Switzerland, Germany +5)
Rounding to the nearest thousand: true or false (in the curriculum of: Austria, Switzerland, Germany +5)
Weeks and days: choose the number of days (in the curriculum of: Austria, Switzerland, Germany +4)
Weeks and days: how many days is that (in the curriculum of: Austria, Switzerland, Germany +4)
Write a number in Roman numerals (in the curriculum of: United Kingdom, Italy, Poland)
Fraction line plot: choose the difference (in the curriculum of: United States)
Numbers to a million: rounding to thousands in a story (in the curriculum of: Austria, Switzerland, Germany +5)
Roman numerals to 3000: compare (in the curriculum of: United Kingdom, Italy, Poland)
Roman numerals to 3000: the sum (in the curriculum of: United Kingdom, Italy, Poland)
Order of operations: groups, then a loss (in the curriculum of: Spain, Netherlands)
Order of operations: sum first, then multiply (in the curriculum of: Spain, Netherlands)
Order of operations: total minus equal shares (in the curriculum of: Spain, Netherlands)
Order of operations: two products and a sum (in the curriculum of: Spain, Netherlands)
Rounding to the nearest thousand: the smallest such number (in the curriculum of: Austria, Switzerland, Germany +5)