 ## Dividing Decimals (Middle School)

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the smallest (or largest) quotient. 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

## Multiplying Decimals (Middle School)

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the smallest (or largest) product. 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

## Dividing Two-Digit Numbers (Middle School)

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the smallest (or largest) quotient. 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

## Dividing Fractions 2

Directions: Find two fractions whose quotient is 1/20. Source: Kara Colley

## Interpreting Percentages

Directions: What is the fewest number of people surveyed if exactly 93.6% of people completed a survey? Source: Robert Kaplinsky

## Rectangular Prism Surface Area Versus Volume

Directions: What is least amount of surface area possible on a rectangular prism with a volume of 64 cubic inches? Source: Robert Kaplinsky

## Rectangular Prism Surface Area

Directions: List the measurements of three different rectangular prisms that each have a surface area of 72 square units? Source: Robert Kaplinsky

## Order of Operations 3

Directions: Write an expression that is equivalent to 64 using each of the following numbers and symbols once in the expression: 7, 7, 7, 2, + , ÷, ( ) Source: Smarter Balanced Assessment Consortium