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.

More Ways To Use Math Games
Game Quickplay
Video Help

Need some help or instruction on how to do this skill?

Offline Worksheets

Want a paper copy? Print a generated PDF for this skill.

Top Mathematicians Leaderboards

See how you scored compared to other students from around the world.

Start a MathJam

Learn Math Together.

Math Games for Teachers

Grade 4 - Number

Standard 4.N.8 - Analyze the equivalent fractions pattern to find the missing number.

Included Skills:

Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain that for different wholes, two identical fractions may not represent the same quantity
provide examples of where fractions are used

Represent a fraction using concrete materials.
Identify a fraction from its concrete representation.
Name and record the shaded and non-shaded parts of a set.
Name and record the shaded and non-shaded parts of a whole.
Represent a fraction pictorially by shading parts of a set.
Represent a fraction pictorially by shading parts of a whole.
Explain how denominators can be used to compare two unit fractions.
Order a set of fractions that have the same numerator, and explain the ordering.
Order a set of fractions that have the same denominator, and explain the ordering.
Identify which of the benchmarks 0, , or 1 is closest to a fraction.
Name fractions between two benchmarks on a number line (horizontal or vertical).
Order a set of fractions by placing them on a number line (horizontal or vertical) with benchmarks.
Provide examples where two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half of ten berries is not equivalent to half of sixteen berries).
Provide an example of a fraction that represents part of a set, and a fraction that represents part of a whole, from everyday contexts.

If you notice any problems, please let us know.