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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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Grade 4 - Number Sense and Numeration

Standard 4.NSN.1 - Practice counting the total value of a number of coins.

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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