Directions: Fill in the blanks using all different non-zero digits (except the numbers 1 and 4, which have already been used) to make the greatest possible quotient. Source: Brian Lack

Read More »# Grade 4

## Closest to One

Directions: Using the numbers 1-9, no more than one time each, fill in the boxes to create a fraction as close to one as possible. Source: Peter Morris

Read More »## Got change for a dollar?

Directions: What is the largest amount in coins you can have and not be able to make change for a dollar without shorting yourself or cheating the other person? Source: Glenn Waddell

Read More »## Pocket Change 3

Directions: You have $1.00 in change in your pocket. You have 15 coins. What coins do you have? Source: Andrew Gael

Read More »## Pocket Change 2

Directions: You have the same number of pennies, nickels, and dimes in your pocket. You have $1.44. You don’t have any other coins or bills. How many of each coin do you have? Source: Andrew Gael

Read More »## Finding Equivalent Fractions

Directions: Using the whole numbers 1 through 9 no more than once, create 3 equivalent fractions. Source: Graham Fletcher, Bowen Kerins

Read More »## Comparing and Identifying Fractions on a Number Line

Directions: Using the whole numbers 1-9 once each, create and place 4 fractions on the number line in the correct order. (fractions B & C are equal) Source: Graham Fletcher, Bowen Kerins, Kate Nowak

Read More »## Dividing Two-Digit Numbers (Elementary)

Directions: Make the smallest (or largest) quotient by filling in the boxes using the whole numbers 1-9 no more than one time each Source: Robert Kaplinsky

Read More »## Multiplying Two-Digit Numbers (Elementary)

Directions: Make the smallest (or largest) product by filling in the boxes using the whole numbers 1-9 no more than one time each Source: Robert Kaplinsky

Read More »## Divisibility

Directions: Create a three digit number using the whole numbers 0-9 no more than one time each. Try to create the number divisible by the greatest (or fewest) number of the following factors: 2, 3, 4, 5, 6, 8, 9 or 10. Source: Kelly Zinck

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