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Ontario Curriculum Expectation:
4.B1.6 count to 10 by halves, thirds, fourths, fifths, sixths, eighths, and tenths, with and without the use of tools.
Time limit: 0
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1 of 101. Question
1. The number line is counting up by a fractional amount. Which numbers can be used to represent the next fractional amount on the number line?
Choose the TWO correct answers.
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2 of 102. Question
2. A student started to count by a fractional amount.
If the student kept counting by the same fractional amount, which set of numbers could be the next three fractional amounts?
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3 of 103. Question
3. A set of fractions is shown.
Which word correctly completes the statement?
The set of fractions shows the amounts counting by ___.
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4 of 104. Question
4. The shaded models shows how a student is counting up by a fractional amount.
If the student continues to count, which set of fractions could be the next three amounts?
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5 of 105. Question
5. Three numbers are shown. Each can start a set of numbers that count up by eighths.
Match the numbers on the left to the next number when counting up by eighths.
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6 of 106. Question
6. What number is missing when counting by the fractional amount shown below?
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7 of 107. Question
7. The shaded models shows how a student is counting up by a fractional amount.
If the student continues to count, what fraction will come next?
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8 of 108. Question
8. What number is missing when counting by the fractional amount shown below?
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9 of 109. Question
9. The shaded models shows how a student is counting up by a fractional amount.
If the student continues to count, what three fractions will come next?
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10 of 1010. Question
10. What fraction comes next in the set below?
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