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The Number System

Fraction Quotient Closest to 4/11

Directions: Use the digits 1 to 9, at most one time each, to fill in the boxes to make two fractions that have a quotient that is as close to 4/11 as possible. Source: Robert Kaplinsky

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Adding Decimals 2

Directions:  Make the largest (or smallest) sum by filling in the boxes using the whole numbers 1-9 no more than one time each. Source:  Daniel Luevanos

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Undefined Quotient with Fraction Division

Directions: Give at least two different examples where the quotient is undefined by filling in the boxes with whole numbers 0 through 9, using each number at most once for each example. Source: Daniel Luevanos

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Adding Decimals (Middle School)

Directions: Make the smallest (or largest) sum by filling in the boxes using the whole numbers 1-9 no more than one time each. Note: This problem’s difficulty can be adjusted by altering the number of digits (boxes), picking smallest or largest, or by picking either a positive, negative, or both. Source: Robert Kaplinsky

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Subtracting Decimals (Middle School)

Directions: Make the smallest (or largest) difference by filling in the boxes using the whole numbers 1-9 no more than one time each. Note: This problem’s difficulty can be adjusted by altering the number of digits (boxes), picking smallest or largest, or by picking either a positive, negative, or both. Source: Robert Kaplinsky

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Dividing Decimals (Middle School)

Directions: Make the smallest (or largest) sum by filling in the boxes using the whole numbers 1-9 no more than one time each. Note: This problem’s difficulty can be adjusted by altering the number of digits (boxes), picking smallest or largest, or by picking either a positive, negative, or both. Source: Robert Kaplinsky

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Multiplying Decimals (Middle School)

Directions: Make the smallest (or largest) product by filling in the boxes using the whole numbers 1-9 no more than one time each. Note: This problem’s difficulty can be adjusted by altering the number of digits (boxes), picking smallest or largest, or by picking either a positive, negative, or both. Source: Robert Kaplinsky

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