Directions: Using the digits 1 to 9, at most one time each, make a true statement. Source: Owen Kaplinsky

## Make it Equal

Directions: Place digits 1 through 9 in the boxes to create a true statement. Each number can only be used once. Source: Molly Rawding

## Interpreting Data 2

Directions: Make a graph that shows a possible result of 7 students’ favorite color with red being the most popular color. Source: Robert Kaplinsky

## Interpreting Data

Directions: Make a graph that shows a possible result of 7 students’ favorite color. Source: Robert Kaplinsky

## Equality 2

Directions: Use the digits 1 to 9, at most one time each, to fill in the boxes to create a true number sentence with the greatest possible value. Source: Robert Kaplinsky

## Equality

Directions: Use the digits 1 to 9, at most one time each, to fill in the boxes to create two true number sentences. Source: Robert Kaplinsky

## Representing Data

Directions: Using the counting numbers 1 to 6, each only once, fill in the graph and blanks to make the statements true. There are twice as many girls as boys. There are twice as many boys as teachers. There are ___ girls, ___ boys and ___ teachers in class. Source: Bryan Anderson

## Parts Unknown Problems

Directions: Complete the story problem and answer statement. Version 1 (Difficult) Lucy has _____ apples. She has nine _____ (more/less) than Marcus. How many apples does _____ (Lucy/Marcus) have? _____ (Lucy/Marcus) has _____ apples. Version 2 (Medium Difficulty) Lucy has _____ apples. She has nine less than Marcus. How many apples does _____ (Lucy/Marcus) have? _____ (Lucy/Marcus) has _____ apples. …