Unlock harder levels by getting an average of 80% or higher.

Earn up to 5 stars for each level
The more questions you answer correctly, the more stars you'll unlock!

Each game has 10 questions.
Green box means correct.
Yellow box means incorrect.

Unlock harder levels by getting an average of 80% or higher.

Earn up to 5 stars for each level
The more questions you answer correctly, the more stars you'll unlock!

Each game has 10 questions.
Green box means correct.
Yellow box means incorrect.

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Math Games for Teachers

Grade 4 - Number Sense and Numeration

Standard 4.NSN.1 - Identify the digit with a specific place value.

Included Skills:

Quantity Relationships
represent, compare, and order whole numbers to 10 000, using a variety of tools (e.g., drawings of base ten materials, number lines with increments of 100 or other appropriate amounts);
demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies (e.g., use base ten materials to represent 9307 as 9000 + 300 + 0 + 7) (Sample problem: Use the digits 1, 9, 5, 4 to create the greatest number and the least number possible, and explain your thinking.);
read and print in words whole numbers to one thousand, using meaningful contexts (e.g., books, highway distance signs);
round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life situations;
represent, compare, and order decimal numbers to tenths, using a variety of tools (e.g., concrete materials such as paper strips divided into tenths and base ten materials, number lines, drawings) and using standard decimal notation (Sample problem: Draw a partial number line that extends from 4.2 to 6.7, and mark the location of 5.6.);
represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered;
compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional 4/5 is greater than 3/5 because there are more parts in 4/5; 1/4 is greater than 1/5 because the size of the part is larger in 1/4);
compare fractions to the benchmarks of 0, 1/2 and 1 (e.g., 1/8 is closer to 0 than to 1/2; 3/5 is more than 1/2);
demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern blocks) and drawings (e.g., "I can say that 3/6 of my cubes are white, or half of the cubes are white. This means that 3/6 and 1/2 are equal.");
read and represent money amounts to $100 (e.g., five dollars, two quarters, one nickel, and four cents is $5.59);
solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000 (Sample problem: How high would a stack of 10 000 pennies be? Justify your answer.).

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