# Fractions and Decimals Crossword

Grade 4 students learn to compare fractions, find equivalent fractions, and simplify a fraction by dividing the numerator and denominator by a common factor ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30051), [Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30053)). They also connect fractions, decimals, and percentages that represent the same part-whole relationship ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30061), [Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30063)), and use place value to read and compare decimal numbers ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30027), [Details](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029)). This crossword reviews the vocabulary you need for all of that work: words like NUMERATOR, DECIMAL, EQUIVALENT, and PERCENTAGE.

## How to play

Read each clue below and figure out which math word fits. Write your answer in the grid, one letter per box, matching the row or column shown by the clue's number. Across answers go left to right. Down answers go top to bottom. Some letters are shared between crossing words, so if you get stuck on one clue, a crossing word might give you a helpful letter. Work through the easier clues first, then use those letters to help you solve the trickier ones.

## Puzzle grid

| ■ | ■ | ■ | 1 | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|
| ■ | ■ | 2 |   |   |   |   |   |   | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| 3 |   |   |   |   |   |   |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | 4 |   |   |   |   |   |   |   | 5 |   | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | 6 | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ |   | ■ | 7 | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | 8 |   |   |   |   |   |   |   |   |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ |   | ■ |   | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ |   | ■ |   | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ |   | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ |   | ■ | ■ | ■ | ■ | ■ | ■ |   | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |   | ■ |

## Clues

### Across

2. A number that uses a point to show parts smaller than one whole. (7)
3. A number that represents part of a whole, written with a top and bottom number. (8)
4. Two fractions that represent the same amount even though they look different. (10)
8. To divide something into equal parts. (9)

### Down

1. A way to show a part of a whole using the symbol % and the number 100. (10)
5. The top number in a fraction that tells how many equal parts you have. (9)
6. To reduce a fraction to its smallest form by dividing the top and bottom by the same number. (8)
7. To look at two fractions or decimals and decide which is larger, smaller, or if they are equal. (7)

## Answer key

- **1 down**: PERCENTAGE
- **2 across**: DECIMAL
- **3 across**: FRACTION
- **4 across**: EQUIVALENT
- **5 down**: NUMERATOR
- **6 down**: SIMPLIFY
- **7 down**: COMPARE
- **8 across**: PARTITION

| ■ | ■ | ■ | P | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|:---:|
| ■ | ■ | D | E | C | I | M | A | L | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | R | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| F | R | A | C | T | I | O | N | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | E | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | N | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | T | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | A | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | G | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ |
| ■ | ■ | ■ | E | Q | U | I | V | A | L | E | N | T | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | U | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | M | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | S | ■ | ■ | ■ | ■ | E | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | I | ■ | ■ | ■ | ■ | R | ■ | ■ | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | M | ■ | ■ | ■ | ■ | A | ■ | C | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | P | A | R | T | I | T | I | O | N |
| ■ | ■ | ■ | ■ | ■ | ■ | L | ■ | ■ | ■ | ■ | O | ■ | M | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | I | ■ | ■ | ■ | ■ | R | ■ | P | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | F | ■ | ■ | ■ | ■ | ■ | ■ | A | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | Y | ■ | ■ | ■ | ■ | ■ | ■ | R | ■ |
| ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | ■ | E | ■ |

---
*AILI game · language en · model claude-sonnet-5 · generated 2026-09-17 · id f51fbdf3-366e-4602-b6a3-ec2e200ad530*

### Sources

- node:n1: Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/29915)
- node:n2: How can fractions contribute to a sense of number? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/29942)
- node:n3: Students interpret fractions in relation to one whole. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/29943)
- node:n4: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/29945)
- node:n5: Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30025)
- node:n6: How can place value facilitate interpretation of number? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30026)
- node:n7: Students apply place value to decimal numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30027)
- node:n8: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029)
- node:n9: How can fractions be characterized in different ways? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30050)
- node:n10: Students apply equivalence to the interpretation of fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30051)
- node:n11: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30053)
- node:n12: How can percentages standardize part-whole relationships? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30060)
- node:n13: Students interpret percentages. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30061)
- node:n14: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30063)
- node:n15: Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30135)
- node:n16: How can the infinite nature of place value enhance insight into number? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30136)
- node:n17: Students analyze patterns in place value. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30137)
- node:n18: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30139)
- node:n19: In what ways can fractions communicate numbers greater than one? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30160)
- node:n20: Students interpret improper fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30161)
- node:n21: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30163)
- node:n22: How can the composition of fractions facilitate operating with fractions? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30166)
- node:n23: Students add and subtract fractions with common denominators. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30167)
- node:n24: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30169)
- node:n25: Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30237)
- node:n26: How can the processes of multiplication and division be applied to decimal numbers? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30268)
- node:n27: Students apply standard algorithms to multiplication and division of decimal and natural numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30269)
- node:n28: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30271)
- node:n29: How can equal sharing contribute meaning to fractions? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30274)
- node:n30: Students relate fractions to quotients. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30275)
- node:n31: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30277)
- node:n32: How can an understanding of multiplication be extended to fractions? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30286)
- node:n33: Students interpret the multiplication of natural numbers by fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30287)
- node:n34: Details (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30289)