Directions: Directions: Using the digits 0 to 9, at most one time each, fill in the boxes to create numbers on the number line. Source: Anne Oliveira

Read More »# Number & Operations—Fractions

## Comparing Hundredths and Tenths 2 Open Middle

Directions: Using the digits 1 to 9 at most one time each, place a digit in each box to make each statement true. Source: The Open Middle Elementary Team and Dean Johnstone

Read More »## Comparing Hundredths and Tenths 1 Open Middle

Directions: Using the digits 1 to 9 at most one time each, place a digit in each box to make each statement true. Source: The Open Middle Elementary Team and Dean Johnstone

Read More »## Adding Parts of a Whole

Directions: Using the digits 1 to 9, at most one time each, make the following statement true. Source: Miles Knight

Read More »## Using 1/2 as a Benchmark

Directions: Using the digits 1 through 9 only one time each, fill in the blanks to make true statements. For the fraction less than 1/2, try to make the greatest number possible. For the fraction greater than 1/2, try to make the least number possible. Source: Alyson Eaglen

Read More »## Equivalent Fractions

Directions: Use the digits 1 to 9, at most one time each, to make three equivalent fractions. Source: Owen Kaplinsky

Read More »## Benchmark Fractions

Directions: Use the digits 1 to 9, no more than once, to create three fractions that are as close to zero, one half and one as possible. NOTE: Close as possible is measured by adding up all the differences and making it the least possible value. Source: Darbie Valenti

Read More »## Decomposing tenths & hundredths

Directions: Using the digits 0 to 9, no more than one time each, to fill in the boxes to decompose 1 1/10. Source: Christine Jenkins

Read More »## Fraction and Decimal

Directions: Using the digits 0 through 9, at most one each time, create an an equivalent fraction and decimal number. Source: Giselle Garcia

Read More »## Fractions Less Than One Half

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to create as many fractions as possible that are less than one half. Source: Christine Newell

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