Curriculum (Spain)

Mathematics in 4th Grade

Mathematics in 4th grade of Primary School: numbers up to 9999 and beyond, division with remainder, fractions with denominators up to 12, angles, triangles and unit conversions. Each topic includes exercise models ready for printable worksheets.

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What do children learn in math in 4th grade of primary school?

In fourth grade, the child works with numbers of four or more digits, multiplies by a one-digit number, and divides with remainder by a one-digit number, and estimates the result of an operation. They compare and order proper fractions with denominators up to 12 and place them on the number line. They classify triangles and quadrilaterals and angles, distinguish parallel and perpendicular lines, convert units of length, mass and capacity (km, m, cm, mm; kg, g; l and ml), calculate with euros and cents (income, expenses and savings), and intuitively compare the probability of two events.

About the curriculum: the minimum teaching requirements for Mathematics in Primary Education (Royal Decree 157/2022, of 1 March, BOE No. 52, of 2 March 2022) set the basic knowledge by two-year cycles, not course by course: this grade belongs to the second cycle (3rd and 4th grades), and the distribution of the content between the two grades of the cycle is our own. Each autonomous community completes this national minimum with its own curriculum. The basic knowledge, quoted literally, is in the section below.

Curriculum scope

C2.A (our numbering) · Teaching content · checked against the act

A. Sentido numérico.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.1 (our numbering) · Teaching content · checked against the act

1. Conteo.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.1.1 (our numbering) · Teaching content · checked against the act

Estrategias variadas de conteo, recuento sistemático y adaptación del conteo al tamaño de los números en situaciones de la vida cotidiana en cantidades hasta el 9999.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.1.1
C2.A.2 (our numbering) · Teaching content · checked against the act

2. Cantidad.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.2.1 (our numbering) · Teaching content · checked against the act

Estrategias y técnicas de interpretación y manipulación del orden de magnitud de los números (decenas, centenas y millares).

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.2.1
C2.A.2.2 (our numbering) · Teaching content · checked against the act

Estimaciones y aproximaciones razonadas de cantidades en contextos de resolución de problemas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.2.2
C2.A.2.3 (our numbering) · Teaching content · checked against the act

Lectura, representación (incluida la recta numérica y con materiales manipulativos), composición, descomposición y recomposición de números naturales hasta 9999.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.2.3
C2.A.2.4 (our numbering) · Teaching content · checked against the act

Fracciones propias con denominador hasta 12 en contextos de la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.2.4
C2.A.3 (our numbering) · Teaching content · checked against the act

3. Sentido de las operaciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.3.1 (our numbering) · Teaching content · checked against the act

Estrategias de cálculo mental con números naturales y fracciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.3.1
C2.A.3.2 (our numbering) · Teaching content · checked against the act

Estrategias de reconocimiento de qué operaciones simples (suma, resta, multiplicación, división como reparto y partición) son útiles para resolver situaciones contextualizadas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.3.2
C2.A.3.3 (our numbering) · Teaching content · checked against the act

Construcción de las tablas de multiplicar apoyándose en número de veces, suma repetida o disposición en cuadrículas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.3.3
C2.A.3.4 (our numbering) · Teaching content · checked against the act

Suma, resta, multiplicación y división de números naturales resueltas con flexibilidad y sentido en situaciones contextualizadas: estrategias y herramientas de resolución y propiedades.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.3.4
C2.A.4 (our numbering) · Teaching content · checked against the act

4. Relaciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.4.1 (our numbering) · Teaching content · checked against the act

Sistema de numeración de base diez (hasta el 9999): aplicación de las relaciones que genera en las operaciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.4.1
C2.A.4.2 (our numbering) · Teaching content · checked against the act

Números naturales y fracciones en contextos de la vida cotidiana: comparación y ordenación.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.4.2
C2.A.4.3 (our numbering) · Teaching content · checked against the act

Relaciones entre la suma y la resta, y la multiplicación y la división: aplicación en contextos cotidianos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.4.3
C2.A.5 (our numbering) · Teaching content · checked against the act

5. Educación financiera.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico
C2.A.5.1 (our numbering) · Teaching content · checked against the act

Cálculo y estimación de cantidades y cambios (euros y céntimos de euro) en problemas de la vida cotidiana: ingresos, gastos y ahorro. Decisiones de compra responsable.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido numérico, punto C2.A.5.1
C2.B (our numbering) · Teaching content · checked against the act

B. Sentido de la medida.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida
C2.B.1 (our numbering) · Teaching content · checked against the act

1. Magnitud.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida
C2.B.1.1 (our numbering) · Teaching content · checked against the act

Atributos mensurables de los objetos (longitud, masa, capacidad, superficie, volumen y amplitud del ángulo).

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.1.1
C2.B.1.2 (our numbering) · Teaching content · checked against the act

Unidades convencionales (km, m, cm, mm; kg, g; l y ml) y no convencionales en situaciones de la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.1.2
C2.B.1.3 (our numbering) · Teaching content · checked against the act

Medida del tiempo (año, mes, semana, día, hora y minutos) y determinación de la duración de periodos de tiempo.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.1.3
C2.B.2 (our numbering) · Teaching content · checked against the act

2. Medición.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida
C2.B.2.1 (our numbering) · Teaching content · checked against the act

Estrategias para realizar mediciones con instrumentos y unidades no convencionales (repetición de una unidad, uso de cuadrículas y materiales manipulativos) y convencionales.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.2.1
C2.B.2.2 (our numbering) · Teaching content · checked against the act

Procesos de medición mediante instrumentos convencionales (regla, cinta métrica, balanzas, reloj analógico y digital).

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.2.2
C2.B.3 (our numbering) · Teaching content · checked against the act

3. Estimación y relaciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida
C2.B.3.1 (our numbering) · Teaching content · checked against the act

Estrategias de comparación y ordenación de medidas de la misma magnitud (km, m, cm, mm; kg, g; l y ml): aplicación de equivalencias entre unidades en problemas de la vida cotidiana que impliquen convertir en unidades más pequeñas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.3.1
C2.B.3.2 (our numbering) · Teaching content · checked against the act

Estimación de medidas de longitud, masa y capacidad por comparación.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.3.2
C2.B.3.3 (our numbering) · Teaching content · checked against the act

Evaluación de resultados de mediciones y estimaciones o cálculos de medidas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido de la medida, punto C2.B.3.3
C2.C (our numbering) · Teaching content · checked against the act

C. Sentido espacial.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial
C2.C.1 (our numbering) · Teaching content · checked against the act

1. Figuras geométricas de dos y tres dimensiones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial
C2.C.1.1 (our numbering) · Teaching content · checked against the act

Figuras geométricas de dos o tres dimensiones en objetos de la vida cotidiana: identificación y clasificación atendiendo a sus elementos y a las relaciones entre ellos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.1.1
C2.C.1.2 (our numbering) · Teaching content · checked against the act

Estrategias y técnicas de construcción de figuras geométricas de dos dimensiones por composición y descomposición, mediante materiales manipulables, instrumentos de dibujo (regla y escuadra) y aplicaciones informáticas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.1.2
C2.C.1.3 (our numbering) · Teaching content · checked against the act

Vocabulario: descripción verbal de los elementos y las propiedades de figuras geométricas sencillas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.1.3
C2.C.1.4 (our numbering) · Teaching content · checked against the act

Propiedades de figuras geométricas de dos y tres dimensiones: exploración mediante materiales manipulables (cuadrículas, geoplanos, policubos, etc.) y el manejo de herramientas digitales (programas de geometría dinámica, realidad aumentada, robótica educativa, etc.).

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.1.4
C2.C.2 (our numbering) · Teaching content · checked against the act

2. Localización y sistemas de representación.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial
C2.C.2.1 (our numbering) · Teaching content · checked against the act

Descripción de la posición relativa de objetos en el espacio o de sus representaciones, utilizando vocabulario geométrico adecuado (paralelo, perpendicular, oblicuo, derecha, izquierda, etc.)

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.2.1
C2.C.2.2 (our numbering) · Teaching content · checked against the act

Descripción verbal e interpretación de movimientos, en relación a uno mismo o a otros puntos de referencia, utilizando vocabulario geométrico adecuado.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.2.2
C2.C.2.3 (our numbering) · Teaching content · checked against the act

Interpretación de itinerarios en planos, utilizando soportes físicos y virtuales.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.2.3
C2.C.3 (our numbering) · Teaching content · checked against the act

3. Movimientos y transformaciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial
C2.C.3.1 (our numbering) · Teaching content · checked against the act

Identificación de figuras transformadas mediante traslaciones y simetrías en situaciones de la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.3.1
C2.C.3.2 (our numbering) · Teaching content · checked against the act

Generación de figuras transformadas a partir de simetrías y traslaciones de un patrón inicial y predicción del resultado.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.3.2
C2.C.4 (our numbering) · Teaching content · checked against the act

4. Visualización, razonamiento y modelización geométrica.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial
C2.C.4.1 (our numbering) · Teaching content · checked against the act

Estrategias para el cálculo de perímetros de figuras planas y utilización en la resolución de problemas de la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.4.1
C2.C.4.2 (our numbering) · Teaching content · checked against the act

Modelos geométricos en la resolución de problemas relacionados con los otros sentidos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.4.2
C2.C.4.3 (our numbering) · Teaching content · checked against the act

Reconocimiento de relaciones geométricas en campos ajenos a la clase de matemáticas, como el arte, las ciencias y la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido espacial, punto C2.C.4.3
C2.D (our numbering) · Teaching content · checked against the act

D. Sentido algebraico.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico
C2.D.1 (our numbering) · Teaching content · checked against the act

1. Patrones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico
C2.D.1.1 (our numbering) · Teaching content · checked against the act

Identificación, descripción verbal, representación y predicción razonada de términos a partir de las regularidades en una colección de números, figuras o imágenes.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.1.1
C2.D.2 (our numbering) · Teaching content · checked against the act

2. Modelo matemático.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico
C2.D.2.1 (our numbering) · Teaching content · checked against the act

Proceso pautado de modelización usando representaciones matemáticas (gráficas, tablas...) para facilitar la comprensión y la resolución de problemas de la vida cotidiana.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.2.1
C2.D.3 (our numbering) · Teaching content · checked against the act

3. Relaciones y funciones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico
C2.D.3.1 (our numbering) · Teaching content · checked against the act

Relaciones de igualdad y desigualdad, y uso de los signos = y ≠ entre expresiones que incluyan operaciones y sus propiedades.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.3.1
C2.D.3.2 (our numbering) · Teaching content · checked against the act

La igualdad como expresión de una relación de equivalencia entre dos elementos y obtención de datos sencillos desconocidos (representados por medio de un símbolo) en cualquiera de los dos elementos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.3.2
C2.D.3.3 (our numbering) · Teaching content · checked against the act

Representación de la relación «mayor que» y «menor que», y uso de los signos < y >.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.3.3
C2.D.4 (our numbering) · Teaching content · checked against the act

4. Pensamiento computacional.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico
C2.D.4.1 (our numbering) · Teaching content · checked against the act

Estrategias para la interpretación y modificación de algoritmos sencillos (reglas de juegos, instrucciones secuenciales, bucles, patrones repetitivos, programación por bloques, robótica educativa...).

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido algebraico, punto C2.D.4.1
C2.E (our numbering) · Teaching content · checked against the act

E. Sentido estocástico.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico
C2.E.1 (our numbering) · Teaching content · checked against the act

1. Organización y análisis de datos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico
C2.E.1.1 (our numbering) · Teaching content · checked against the act

Gráficos estadísticos de la vida cotidiana (pictogramas, gráficas de barras, histogramas...): lectura e interpretación.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.1.1
C2.E.1.2 (our numbering) · Teaching content · checked against the act

Estrategias sencillas para la recogida, clasificación y organización de datos cualitativos o cuantitativos discretos en muestras pequeñas mediante calculadora y aplicaciones informáticas sencillas. Frecuencia absoluta: interpretación.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.1.2
C2.E.1.3 (our numbering) · Teaching content · checked against the act

Gráficos estadísticos sencillos (diagrama de barras y pictogramas) para representar datos, seleccionando el más conveniente, mediante recursos tradicionales y aplicaciones informáticas sencillas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.1.3
C2.E.1.4 (our numbering) · Teaching content · checked against the act

La moda: interpretación como el dato más frecuente.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.1.4
C2.E.1.5 (our numbering) · Teaching content · checked against the act

Comparación gráfica de dos conjuntos de datos para establecer relaciones y extraer conclusiones.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.1.5
C2.E.2 (our numbering) · Teaching content · checked against the act

2. Incertidumbre.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico
C2.E.2.1 (our numbering) · Teaching content · checked against the act

La probabilidad como medida subjetiva de la incertidumbre. Reconocimiento de la incertidumbre en situaciones de la vida cotidiana y mediante la realización de experimentos.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.2.1
C2.E.2.2 (our numbering) · Teaching content · checked against the act

Identificación de suceso seguro, suceso posible y suceso imposible.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.2.2
C2.E.2.3 (our numbering) · Teaching content · checked against the act

Comparación de la probabilidad de dos sucesos de forma intuitiva.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.2.3
C2.E.3 (our numbering) · Teaching content · checked against the act

3. Inferencia.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico
C2.E.3.1 (our numbering) · Teaching content · checked against the act

Formulación de conjeturas a partir de los datos recogidos y analizados, dándoles sentido en el contexto de estudio.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido estocástico, punto C2.E.3.1
C2.F (our numbering) · Teaching content · checked against the act

F. Sentido socioafectivo.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo
C2.F.1 (our numbering) · Teaching content · checked against the act

1. Creencias, actitudes y emociones

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo
C2.F.1.1 (our numbering) · Teaching content · checked against the act

Gestión emocional: estrategias de identificación y manifestación de las propias emociones ante las matemáticas. Iniciativa y tolerancia ante la frustración en el aprendizaje de las matemáticas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.1.1
C2.F.1.2 (our numbering) · Teaching content · checked against the act

Fomento de la autonomía y estrategias para la toma de decisiones en situaciones de resolución de problemas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.1.2
C2.F.2 (our numbering) · Teaching content · checked against the act

2. Trabajo en equipo, inclusión, respeto y diversidad.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo
C2.F.2.1 (our numbering) · Teaching content · checked against the act

Sensibilidad y respeto ante las diferencias individuales presentes en el aula: identificación y rechazo de actitudes discriminatorias.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.2.1
C2.F.2.2 (our numbering) · Teaching content · checked against the act

Participación activa en el trabajo en equipo, escucha activa y respeto por el trabajo de los demás.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.2.2
C2.F.2.3 (our numbering) · Teaching content · checked against the act

Reconocimiento y comprensión de las emociones y experiencias de los demás ante las matemáticas.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.2.3
C2.F.2.4 (our numbering) · Teaching content · checked against the act

Valoración de la contribución de las matemáticas a los distintos ámbitos del conocimiento humano desde una perspectiva de género.

Real Decreto 157/2022, anexo II, Matemáticas, Segundo ciclo, saberes básicos, Sentido socioafectivo, punto C2.F.2.4

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Other task types

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)
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)
How long is the leg of an isosceles triangle
How much larger one triangle's perimeter is than the other's
Perimeter of a triangle (grade 3)
Perimeter of a triangle: choose the correct answer (grade 3)
Perimeter of a triangle: true or false (grade 3)
Third side of a triangle (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 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)
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)
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)
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)
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)
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
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
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
A bag of marbles: which is more likely
Correct the comparison of chances
Did the character compare the chances correctly?
Fill the bag: bigger, smaller or equal chance
Which chance is bigger? Choose
Which one will you draw soonest
Multiply by a multiple of ten (grade 3)
Round to the nearest ten (grade 3)
Round to the nearest hundred (grade 3)
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)
Find a fraction of a number
Read a fraction on a number line
Add using the column method
Subtract using the column method
Multiply by a one-digit number (columns)
Long division by a one-digit number
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
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 much money is left?
Which offer is the better deal?
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
What is this quadrilateral called? (grade 5–6)
Is a square also a rectangle? (grade 5–6)
Parallel or perpendicular?
Reflect a point in a line (grade 5–8)
Which solid is it?
Find the mode

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