Curriculum (Netherlands)

Mathematics — Group 6

Arithmetic in Grade 6: large numbers, decimal numbers, comparing and simplifying fractions, long multiplication and division, converting units, angles, and the area of a rectangle. Each topic comes with sample exercises for printable worksheets with answers.

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What does a child learn in Grade 4 maths?

In grade 6, the child reads and writes large numbers and is introduced to decimal numbers: tenths and hundredths on the number line, comparing, adding and subtracting. It compares and simplifies fractions, calculates a fraction of a quantity, and adds fractions with the same denominator. It multiplies and divides using written methods, estimates the outcome, and takes brackets into account. It converts length, weight and volume, calculates the area of a rectangle, names types of angles and triangles, recognises parallel and perpendicular lines and the radius and diameter of a circle, and reads diagrams.

About the curriculum: the core goals for arithmetic and mathematics in primary education (Decree on core goals for primary and special education 2026, Staatsblad 2026, 198, in force since 1 August 2026) describe what a pupil should master by the end of primary school, not what is covered in each grade: the distribution of the subject matter across grades 3 to 8 is up to us. Schools may continue to work with the 2006 core goals until 1 August 2031. The core goals appear verbatim in the block below.

Curriculum scope

P10 (our numbering) · Teaching content · checked against the act

De leerling redeneert en rekent met getallen en verhoudingen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10
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De leerling redeneert en rekent met gehele en decimale getallen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10
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bewerkingen: vergelijken, ordenen, optellen, aftrekken, vermenigvuldigen en delen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.A.a
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memoriseren van getalrelaties, splitsingen van getallen tot 20 en de tafels van vermenigvuldiging, en deze kennis vlot en wendbaar toepassen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.A.b
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beredeneerd kiezen van een rekenvorm en rekenwijze en reflecteren op de keuze en uitvoering hiervan;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.A.c
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rekenvormen: hoofdrekenen, schattend rekenen, schriftelijk rekenen en rekenen met de rekenmachine;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.A.d
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rekenwijzen: rekenen met eigenschappen van getallen en bewerkingen, en met standaardprocedures.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.A.e
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De leerling redeneert en rekent met breuken als getal, verhouding en deling.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10
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stambreuken (1/3), echte breuken (2/5), gemengde getallen (1 1/2) en onechte breuken (12/4);

our summary of the point · Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.B.a
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relaties leggen tussen breuken, decimale getallen, verhoudingen en procenten;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.B.b
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relaties leggen tussen breuken en delingen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.B.c
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beredeneerd ordenen, vereenvoudigen en vergelijken van breuken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.B.d
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rekenen met breuken in concrete situaties, ondersteund met een model of met behulp van getalrelaties.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.B.e
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De leerling redeneert en rekent met verhoudingen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10
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kwalitatieve en kwantitatieve verhoudingen, procenten, schaal en samengestelde grootheden;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.C.a
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relaties leggen tussen verhoudingen, procenten en breuken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.C.b
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herkennen van verhoudingen in concrete situaties;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.C.c
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beredeneerd vergelijken van verhoudingen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.C.d
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oplossen van verhoudingsproblemen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 10, P10.C.e
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De leerling toont inzicht bij het handelen met grootheden en eenheden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11
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De leerling meet, redeneert en rekent met grootheden en bijpassende eenheden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11
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lengte, oppervlakte, inhoud, gewicht (massa), snelheid, tijd, geld, temperatuur en geheugenomvang;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11, P11.A.a
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meten met passende meetinstrumenten;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11, P11.A.b
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bepalen van omtrek, oppervlakte en inhoud van rechthoekige figuren;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11, P11.A.c
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schatten en controleren met referentiematen en meetreferenties;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11, P11.A.d
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relaties leggen tussen grootheden en eenheden, tussen grootheden onderling en tussen eenheden onderling.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 11, P11.A.e
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De leerling interpreteert data.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12
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De leerling interpreteert en representeert data.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12
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invullen van tabellen bij data;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12, P12.A.a
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berekenen en interpreteren van een gemiddelde;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12, P12.A.b
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maken van grafische representaties van data en daaruit conclusies trekken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12, P12.A.c
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interpreteren van grafische representaties en beredeneren of daarbij gepresenteerde conclusies wel, niet of deels kloppen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12, P12.A.d
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grafische representaties: diagrammen, grafieken en infographics.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 12, P12.A.e
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De leerling toont inzicht in patronen en verbanden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 13
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De leerling redeneert over patronen en verbanden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 13
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herkennen, beschrijven en voortzetten van patronen in rijen getallen en figuren;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 13, P13.A.a
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herkennen en beschrijven van patronen en verbanden in datasets;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 13, P13.A.b
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weergeven van patronen en verbanden in een beschrijving, tabel en grafiek, en deze weergaven in elkaar omzetten.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 13, P13.A.c
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De leerling toont inzicht bij meetkundig handelen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14
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De leerling redeneert over meetkundige figuren en plaatsbepalingen en voert meetkundige transformaties uit.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14
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redeneren met en over eigenschappen van meetkundige figuren en begrippen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14, P14.A.a
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redeneren met kijklijnen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14, P14.A.b
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construeren en interpreteren van plattegronden, routebeschrijvingen en wegwijzers;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14, P14.A.c
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construeren en interpreteren van tweedimensionale representaties van driedimensionale figuren en relaties leggen tussen twee- en driedimensionale representaties van figuren;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14, P14.A.d
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meetkundige transformaties: draaien, spiegelen, vergroten en verkleinen van figuren.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 14, P14.A.e
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De leerling gebruikt wiskundige denk-werkwijzen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15
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De leerling lost wiskundige problemen en toepassings-problemen op.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15
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bedenken en uitvoeren van een aanpak voor een niet-routinematig oplosbaar probleem;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.A.a
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gebruiken van heuristieken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.A.b
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bewerken van de uitkomsten van berekeningen tot een oplossing van een probleem;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.A.c
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reflecteren op aanpak, uitvoering en oplossing.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.A.d
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De leerling maakt en gebruikt wiskundige modellen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15
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schematisch weergeven van een situatie;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.B.a
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weergeven van een situatie in wiskundetaal;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.B.b
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selecteren van relevante kenmerken en weglaten van niet relevante kenmerken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.B.c
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gebruiken van abstracte modellen om rekenaanpakken te laten zien, situaties te interpreteren en problemen op te lossen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.B.d
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De leerling bedenkt en beschrijft algoritmes.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15
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algoritmes met een beperkt aantal stappen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.C.a
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beschrijven hoe een algoritme tot een vast resultaat leidt;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.C.b
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beoordelen van het resultaat van een doorlopen algoritme;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.C.c
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bedenken van een algoritme.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 15, P15.C.d
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De leerling gebruikt wiskundetaal en wiskundig gereedschap.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16
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De leerling gebruikt wiskundetaal en wiskundige representaties.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16
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gebruiken van wiskundige symbolen, notaties en begrippen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.A.a
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leesbaar weergeven van berekeningen en probleemaanpakken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.A.b
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kiezen en bedenken van representaties om berekeningen en wiskundige redeneringen weer te geven en uit te wisselen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.A.c
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kritisch beoordelen van een representatie;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.A.d
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relaties leggen tussen verschillende representaties van een wiskundig concept.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.A.e
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De leerling gebruikt meetinstrumenten en andere wiskundige instrumenten.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16
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beredeneerd kiezen voor gebruik van een instrument op basis van de mogelijkheden, beperkingen en meetnauwkeurigheid;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.B.a
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vooraf schatten van meetresultaten en uitkomsten;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.B.b
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gebruiken van een instrument en de bijbehorende wiskundetaal;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.B.c
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bepalen, interpreteren en beoordelen van het resultaat.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 16, P16.B.d
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De leerling ontwikkelt een wiskundige attitude.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 17
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De school stimuleert de ontwikkeling van een wiskundige attitude bij leerlingen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 17
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laten zien van het nut en de kracht van wiskunde in uiteenlopende toepassingen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 17, P17.A.a
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stimuleren van een onderzoekende en kritische houding ten aanzien van getallen en andere wiskundige informatie;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 17, P17.A.b
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laten reflecteren op eigen en andermans rekenwijze en overig wiskundig handelen.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 17, P17.A.c
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De leerling past wiskunde toe in bekende en nieuwe situaties.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18
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De leerling herkent en gebruikt wiskunde in alledaagse en maatschappelijke situaties.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18
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gebruiken van getallen en andere wiskundige concepten in concrete, voor de leerling relevante situaties;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.A.a
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gebruiken van wiskundige instrumenten bij meten en andere praktische handelingen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.A.b
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wiskunde gebruiken bij het nemen van beslissingen en het oplossen van problemen;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.A.c
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herkennen en beschrijven dat met grafische representaties een bepaalde boodschap wordt overgebracht of benadrukt;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.A.d
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gebruiken en beoordelen van wiskundige informatie uit de samenleving en de media bij het vormen van een mening.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.A.e
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De school ondersteunt het gebruik van wiskunde in verschillende leergebieden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18
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aanbieden van wiskundige concepten en denk-werkwijzen in onderlinge samenhang;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.B.a
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laten zien hoe verschillende leergebieden wiskundetaal en wiskundige representaties gebruiken;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.B.b
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afstemmen hoe rekenaanpakken en andere wiskundige aanpakken bij verschillende leergebieden worden uitgevoerd;

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.B.c
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laten gebruiken van wiskundige modellen, wiskundige instrumenten en algoritmes in verschillende leergebieden.

Besluit kerndoelen primair en speciaal onderwijs 2026, bijlage 1, onderdeel B, kerndoel 18, P18.B.d

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Other task types

Choose the correct result (grade 2–3)
How much is missing to the next ten (grade 2–3)
True or false (grade 2–3)
Addition within 100 with regrouping (grade 2–3)
Bridge through ten and finish the calculation (grade 2–3)
How much is missing to the target (within 100) (grade 2–3)
Word problem — addition (change) (grade 2–3)
Correct someone else's result (grade 2–3)
Number sequence — give the next term (within 100) (grade 3)
Unknown starting amount (within 100) (grade 3)
Which sum is larger (within 100) (grade 2–3)
Balancing both sides (within 100) (grade 3)
Check the result and find the mistake (within 100) (grade 3)
Two operations in a row (within 100) (grade 3)
Word problem with one number too many (within 100) (grade 3)
Subtract within 10: how many are left? (grade 1)
Jumping back on the hundred grid (grade 2–3)
Subtraction within 100 (grade 2–3)
Subtraction step by step (grade 2–3)
Subtraction within 100: choose the correct result (grade 2–3)
How many there were at the start (subtraction within 100) (grade 3)
Some left, some arrived — what remains (within 100) (grade 2–3)
Subtraction within 100: correct someone else's result (grade 2–3)
Two subtractions in a row (within 100) (grade 2–3)
Check the subtraction and find the mistake (within 100) (grade 3)
Subtraction with one number too many (within 100) (grade 3)
Addition within 20 (grade 1)
Count the two frames (grade 1–2)
How many are missing to make ten (grade 1–2)
Correct the mistake in adding to 20 (grade 1–2)
Adding within 20: choose the correct answer (grade 1)
Adding within 20: three numbers (grade 1)
Adding within 20: true or false (grade 1)
Insert the sign: <, > or = (grade 1–3)
Comparing numbers within 100 (grade 1–2)
Compute, then insert the sign (grade 2–3)
How much is missing to one hundred (grade 2–3)
Order five numbers (grade 2–3)
Order the numbers from greatest (grade 2–3)
Which group collected the least (grade 1–3)
An even number between two numbers (grade 3)
How many digits fit in the box (grade 3)
List the digits that fit (grade 3)
Adding two-digit numbers (grade 2–3)
Addition on the number line (grade 1–3)
Addition on the number line within 100 (grade 2–3)
Choose the result of the addition within 100 (grade 2–3)
Fill in the results table (grade 2–3)
Is the total right? Addition within 100 (grade 2–3)
Jumping on the hundred grid (grade 2–3)
Correct the mistake in an addition within 100 (grade 2–3)
Match each sum to its result (grade 2–3)
Number pyramid (grade 2–3)
The addition code (grade 2–3)
Three parts at once (within 100) (grade 2–3)
Which one has a different result (grade 2–3)
Put the sign between the sum and the number
How many more to make the sides equal
Missing addend (box equation) (grade 3)
A balanced scale: how much does the hidden block weigh (grade 2–3)
A box in subtraction: what number was it taken from? (grade 2–3)
Which number hides in the box (grade 2–3)
A box in a sum of three numbers (grade 3)
Fill in both boxes in turn (grade 2–3)
Part of a whole (halves and quarters) (grade 3)
A fraction of a set: fix the mistake (grade 3)
Choose how many the fraction of the set is (grade 3)
Fraction of a set: how many is one part (grade 3)
How many altogether if one part is… (grade 3)
How many parts left unshaded: true or false (grade 3)
Invent sets that split into equal parts (grade 3)
How many in one row
Division within the table (to 100) (grade 3)
How many packs will there be (grade 2–3)
Share into equal parts (grade 2–3)
Share them out evenly (grade 2–3)
Check the division and find the mistake (grade 3)
Division with one number too many (grade 3)
What was it divided by (division table) (grade 3)
Which sharing gives more per person (grade 3)
Which coins to pay with
How much do several items cost (grade 2–3)
How much is still missing (grade 2–3)
Is there enough money (grade 2–3)
Change: choose the right amount (grade 3)
Change: fix the mistake (grade 3)
Shopping and change (grade 3)
Perimeter of a rectangle (grade 3)
Perimeter of a rectangle on a grid (grade 2–3)
Choose the correct perimeter (grade 3)
Draw a rectangle with the given perimeter (grade 3)
Is this perimeter correct (grade 3)
Missing side of a rectangle (grade 3)
Which figure has the greater perimeter (grade 3)
Add three-digit numbers (no regrouping) (grade 3)
Addition within 1000: choose the correct result (grade 3)
Addition within 1000: three terms (grade 3)
Addition within 1000: true or false (grade 3)
Invent two numbers with the given sum (grade 3)
Addition within 1000: correct someone else's result (grade 3)
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)
Correct the mistake in reading the clock (grade 2–3)
How many minutes to the full hour (grade 3)
Which clock shows the earlier time (grade 3)
Most sets you can make from the stock
Two-step word problem (combine) (grade 3)
Equal groups altogether (grade 2–3)
How many dots in the array (grade 2–3)
How many times was it taken (grade 2–3)
Multiplication table (to 100) (grade 3)
Missing factor (multiplication table) (grade 3)
Check the multiplication and find the mistake (grade 3)
Multiplication with one number too many (grade 3)
Which product is larger and by how much (grade 3)
First how many in one, then how many in all
How many are left after giving out the same to each
So many groups of so many, and then some were lost
Two kinds of groups, one total
Order of operations (two steps) (grade 3)
Order of operations: choose the correct result (grade 3)
Order of operations: true or false (grade 3)
How much longer one lasted than the other
Convert hours into minutes (grade 2–3)
The day plan: put the times in order (grade 3)
Hours to minutes: choose the correct answer (grade 2–3)
Hours to minutes: true or false (grade 2–3)
How many minutes have passed? (grade 3)
Time duration (how long?) (grade 3)
What time did it start? (grade 3)
Perimeter of a square (grade 3)
Perimeter of a square on a grid (grade 3)
Square side from the perimeter (grade 3)
Perimeter of a square: choose the correct answer (grade 3)
Perimeter of a square: fix the mistake (grade 3)
Perimeter of a square: true or false (grade 3)
How much do the perimeters differ (grade 3)
Checking addition by subtraction (grade 2–3)
Check a subtraction by adding (grade 2–3)
Correct the mistake in checking a subtraction (grade 2–3)
How many were there before sharing (grade 2–3)
Is the check of the subtraction right? (grade 2–3)
What number was it subtracted from? Choose (grade 2–3)
What was it multiplied by (grade 2–3)
How many ones altogether (grade 3)
Read the number from the blocks (grade 2–3)
Split the number into hundreds and the rest (grade 2–3)
Build the number from hundreds, tens and ones (grade 3)
How many whole tens (grade 3)
Place value: how many whole tens (grade 3)
Place value: true or false (grade 3)
Sum of the successor and the predecessor (grade 2–3)
Successor plus predecessor: choose the correct answer (grade 2–3)
Successor plus predecessor: true or false (grade 2–3)
Which number is 1 greater (grade 2–3)
Which number is 1 smaller (grade 2–3)
Write the number in digits (grade 2–3)
Choose the correct way of writing it in digits (grade 2–3)
Is this way of writing the number correct (grade 2–3)
Read the number in words (grade 2–3)
Correct the mistake in writing the number (grade 2–3)
Zero in the middle: fix how the number is written (grade 2–3)
How much more after doubling both numbers
Multiplying a two-digit number by 2 (grade 2–3)
Multiplying by 2: choose the correct result (grade 2–3)
Multiplying by 2: true or false (grade 2–3)
Which number doubled gives this one (grade 2–3)
How many times you must count on to get there
Counting in steps: choose the next number (grade 1–3)
Keep counting by the same step (grade 1–3)
Count backwards in equal steps (grade 1–3)
Counting in steps: correct the wrong number (grade 2–3)
How many are between two given places
How many there are, given the place from both ends
Which position from the start (grade 2–3)
Which position from the front: choose the correct answer (grade 2–3)
Which position from the front: true or false (grade 2–3)
Compare the two sums
The same total, sides swapped — what is hidden
Four terms, two convenient pairs
What is missing on the other side to make it equal
Choose the convenient order (grade 2–3)
A handy order of adding: choose the correct answer (grade 2–3)
A handy order of adding: true or false (grade 2–3)
Add the easy way and explain your steps (grade 2–3)
Insert the relation sign: numbers to 1000 (grade 2–3)
How many more within 1000: choose the correct answer (grade 3)
How many more within 1000: true or false (grade 3)
How much greater — numbers to 1000 (grade 3)
Order numbers within 1000 from least (grade 3)
Which number is the greatest? (grade 3)
Jumping by full hundreds (grade 2–3)
Jumping by full hundreds: choose the correct result (grade 2–3)
Taking away full hundreds (grade 2–3)
Full hundreds: fix the mistake (grade 2–3)
How many hundreds were added (grade 2–3)
Jumping by full hundreds: two jumps in a row (grade 2–3)
How much is missing to make both sides equal (grade 3)
Subtract two of the three given numbers
Two steps and one number not needed
One number too many: choose the correct answer (grade 2–3)
One number too many: true or false (grade 2–3)
Which data are needed (grade 2–3)
Simple word problem — how many are left (grade 1–3)
A word problem with an extra number — how many are left (grade 1–3)
Choose the correct result (grade 2–3)
Which operation solves the problem (grade 2–3)
Which operation solves the problem (altogether) (grade 2–3)
How many were there at the start (grade 2–3)
How many days between dates (grade 2–3)
How many days between the marked dates (grade 2–3)
Correct the mistake in counting days (grade 2–3)
How many days pass: choose the correct answer (grade 2–3)
How many days pass: true or false (grade 2–3)
What day was it some days ago? (grade 2–3)
Which day of the week will it be (grade 2–3)
Which day of the week will it be? Choose (grade 2–3)
Ten times ten, or two places further
Multiplying by 10 (grade 2–3)
Multiplying by 10: choose the correct result (grade 2–3)
Multiplying by 10: true or false (grade 2–3)
How many whole tens fit into it (grade 2–3)
Multiplying by 10: a chain of changes (grade 2–3)
Multiplying by 10: one number too many (grade 2–3)
Correct it: vertical, horizontal or oblique (grade 1–3)
Draw a line: vertical, horizontal or oblique (grade 1–3)
Vertical, horizontal or oblique (grade 1–3)
Vertical, horizontal or oblique? True or false (grade 1–3)
What kind of line is it? Choose (grade 1–3)
How many triangles are in the picture (grade 1–3)
Correct the name of the drawn figure (grade 1–3)
Is it this figure? True or false (grade 1–3)
What is the drawn figure called (grade 1–3)
What is this figure called? Choose (grade 1–3)
What is this turned figure called? (grade 1–3)
Does this answer fit the problem (grade 2–3)
Correct the answer written under the problem (grade 2–3)
Make up a problem for these numbers (grade 2–3)
Which answer fits the made-up problem? (grade 2–3)
Make up a problem with the given answer (grade 2–3)
Put them in order from lightest
How much longer is the ribbon (grade 1–3)
Which one is the longest (grade 1–3)
How much longer: choose the correct answer (grade 1–3)
How much longer: true or false (grade 1–3)
How many portions the package makes
Converting kilograms to smaller units of mass (grade 2–3)
How many grams are missing to a kilogram (grade 2–3)
How much is missing to a full kilogram (grade 2–3)
Kilograms to smaller units: choose the correct answer (grade 2–3)
Kilograms to smaller units: true or false (grade 2–3)
How much more one container holds than the other
Capacity: choose the correct number of bottles (grade 2–3)
Capacity: true or false (grade 2–3)
How many bottles will the juice fill (grade 2–3)
How many litres from that many half-litre bottles (grade 2–3)
How many more to fill it (grade 2–3)
Number pattern: which number is missing in the middle
Number pattern: how much does it grow each time
Continue the countdown rhythm (grade 1–3)
Continue the number rhythm (grade 1–3)
Correct the wrongly continued pattern (grade 1–3)
Next term of the pattern: choose the correct answer (grade 1–3)
Next term of the pattern: true or false (grade 1–3)
What was the first term of the pattern (grade 1–3)
Find a term far along the pattern (grade 2–3)
Which pattern grows faster and by how much (grade 2–3)
Converting centimetres and millimetres to millimetres (grade 2–3)
Converting metres and centimetres to centimetres (grade 2–3)
Read the length from the ruler (grade 1–3)
Centimetres to millimetres: choose the correct answer (grade 2–3)
Centimetres to millimetres: true or false (grade 2–3)
Metres and centimetres: fix the mistake (grade 2–3)
How many whole metres is that
How much longer one is than the other
Adding lengths written in different notations (grade 3)
Two length notations together: choose the correct answer (grade 3)
Two length notations together: true or false (grade 3)
How many whole kilometres is that
How much is missing to a full kilometre
Converting kilometres and metres to metres (grade 3)
Kilometres to metres: choose the correct answer (grade 3)
Kilometres to metres: true or false (grade 3)
Will it 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)
Find prices that match the estimate (grade 3)
How many degrees are missing? (grade 2–3)
Reading a thermometer: choose the correct temperature (grade 2–3)
Reading a thermometer: true or false (grade 2–3)
Reading the temperature from a thermometer (grade 2–3)
Correct the mistake in reading the thermometer (grade 2–3)
How much did the temperature rise (grade 2–3)
Which reading is warmer (grade 2–3)
Give two temperatures from this scale (grade 2–3)
Calculation program
A table that takes away
Fill in the table using the multiplying rule
Choose what comes out of the machine
Correct the mistake in the table
Function table: find the rule
Which number went into the machine
Add three-digit numbers in columns
Column addition step by step
Written subtraction within 1000
Add three numbers in columns
Choose the result of the column subtraction
Correct the mistake in column subtraction
Missing addend in column addition
How many squares cover the rectangle
Area and one side: how long is the other
Area by tiling: choose the correct answer
Area by tiling: true or false
Correct someone else's area
Draw a rectangle with the given area
How many tiles when one covers two squares
Area of a shape made of two rectangles
How many tiles are still missing
How much bigger is the area
How many squares cover this shape (grade 2–3)
How many altogether in the table
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
Bar chart: how many more
How many more, from the table
Which category has the most
Difference between two rows: choose the correct answer
Difference between two rows: true or false
How many groups are above the given number
The gap between the largest and the smallest
What is this solid called
Correct the name of the solid
Find an object shaped like the solid
Which solid is it? Choose
Which solid is it? True or false
Multiply by a multiple of ten (grade 3)
Round to the nearest ten (grade 3)
Round to the nearest hundred (grade 3)
How many full tens? (grade 1)
Tens and ones (grade 1)
An even number as two equal addends (grade 2)
Count the counters in the frames (grade 1)
Fraction of a set: a/b of the whole (grade 3)
Compare fractions with the same denominator (grade 3)
Jump by tens on the number line (grade 2)
Write a mixed number as a fraction
Write an improper fraction as a mixed number
Add fractions with like denominators
Subtract fractions with like denominators
Simplify the fraction
Find the equivalent fraction
Find a fraction of a number
Read a fraction on a number line
Write a decimal as a fraction
Write a fraction as a decimal
Compare decimals
Find the digit in the hundredths place
Add decimals
Subtract decimals
Add masses written as decimals
Read a decimal on a number line
List all factors of a number
Add using the column method
Subtract using the column method
Multiply by a one-digit number (columns)
Multiply multi-digit numbers (columns)
Long division by a one-digit number
Evaluate an expression with brackets
Estimate a sum
Convert to a larger unit of length
Convert to a smaller unit of length
Write a length in one unit
Convert to a smaller unit of weight
Convert to a smaller unit of capacity
Compare bars in a bar chart
Perimeter of a polygon
Missing side from the perimeter
Area of a rectangle
Area of a rectangle in everyday life
Missing side of a rectangle
Classify the angle
Compare multi-digit numbers
How many times as large? Place value
Minutes and seconds to seconds
How long did it last?
How many minutes have passed?
How many days is that?
How many times as large?
How many times as many?
How much greater?
Add the smart way
Multiply the smart way
How much money is left?
Which offer is the better deal?
Round to the nearest ten thousand
Round to the nearest thousand
Solve the equation
Solve the equation
Solve the equation
Solve the equation
Pattern: add the same step
Pattern: multiply by the same number
Spot the rule and continue the pattern
Kind of triangle by its sides
Kind of triangle by its angles
Diameter from the radius
Radius from the diameter
Parallel or perpendicular?
Segment, ray or line?
Which solid is it?

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