Directions: Using the digits 1 through 9, at most one each time, fill in the boxes to make the statement true. Source: Nanette Johnson, based on Giselle Garcia’s problem

Read More »# Grade 5

## Adding Fractions 5

Directions: Using the digits 1 through 9, at most one each time, fill in the boxes to make the statement true. Source: Giselle Garcia

Read More »## Evaluating a Decimal Expression

Directions: Using the whole numbers 0 through 9, no more than one time each, make the value of this expression is as large as possible. Challenge: Try to make this expression as close to 30 as possible (for an added challenge, try to make this expression as close to 30 as possible using just the digits 1 through 9). Source: …

Read More »## Adding Fractions 4

Directions: Using the whole numbers 1 through 10, at most one time each, fill in the boxes so that the sum is equal to 1 whole. Source: Joshua Nelson

Read More »## Rounding Decimals

Directions: Use the whole numbers 1 through 6, at most one time each, to fill in the boxes and make the largest (or smallest) number that rounds to 5 Source: Annie Forest

Read More »## Volume of Rectangular Prisms

Directions: Using the digits 1 through 9, each only once, fill in the boxes to create 2 rectangular prisms so the volume of one rectangle is double the volume of the other rectangle. Source: Joe Schwartz

Read More »## Order of Operations 2

Directions: Use the digits 0 to 9, only once, to make the inequality true. Source: Laura Wagenman

Read More »## Fraction Equivalence

Directions: Using the numbers 0-9, create a fraction that correctly completes each statement. Source: Ian Kerr

Read More »## Decimal Product Close To 50

Directions: Use the numbers 1 through 9 at most one time each so that the product is as close to 50 as possible. Source: Robert Kaplinsky

Read More »## Multiplying Decimals Given One

Directions: Use the numbers 1 through 9 at most one time each to make a true statement. Source: Robert Kaplinsky with help verifying the answer from Marcia and Rick Casterline

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