All SSAT Elementary Level Math Resources
Example Questions
Example Question #614 : Common Core Math: Grade 1
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #39 : Find The Missing Number In Addition And Subtraction Equations: Ccss.Math.Content.1.Oa.D.8
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #621 : Operations & Algebraic Thinking
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #622 : Operations & Algebraic Thinking
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #623 : Operations & Algebraic Thinking
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #111 : Working With Addition And Subtraction Equations
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #625 : Operations & Algebraic Thinking
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #626 : Operations & Algebraic Thinking
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #628 : Operations & Algebraic Thinking
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
Example Question #621 : Operations & Algebraic Thinking
Fill in the blank.
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To find the missing piece of an addition problem, you can take the biggest number minus the smallest number. , which means .
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