Fractions & Models Test

Which situation shows correct partitioning?
A. A rectangle divided into 3 unequal parts labeled 1/3
B. A circle divided into 4 equal parts with 1 shaded
C. A shape divided randomly and labeled 1/2
D. A rectangle split into 2 unequal parts labeled 1/2

B

What does iterating mean?
A. Cutting a whole into pieces
B. Comparing two fractions
C. Repeating a unit fraction to make a whole
D. Shading a model

C

Which model is BEST for comparing fractions like 3/4 and 5/6?
A. Area model
B. Length model
C. Set model
D. None

B

Which fraction is larger?
A. 3/8
B. 3/5

B

What does the denominator tell you?
A. How many parts you have
B. The total number of equal parts
C. The size of the numerator
D. The number of wholes

B

Which is an example of equivalent fractions?
A. 1/2 = 2/3
B. 3/4 = 6/8
C. 2/5 = 3/5
D. 4/6 = 5/6

B

Which student is correct?
Student A: “1/8 is bigger than 1/4 because 8 is bigger than 4.”
Student B: “1/4 is bigger because the pieces are larger.”

A. Student A
B. Student B

B

Explain what the numerator tells us.

Tells how many parts you have

Explain what the denominator tells us.

Tells the total number of equal parts

Why are equal parts important in fractions?

Equal parts make fractions fair and accurate because all pieces are the same size

Explain how to find an equivalent fraction for 2/3.

Multiply top & bottom by the same number

Compare 4/5 and 5/8 using a strategy (explain your thinking).

4/5 is bigger

4/5 is close to 1, while 5/8 is closer to ½

A student says:
“3/6 is bigger than 1/2 because 3 is bigger than 1.”

What misconception is this?

Explain why it is incorrect.

Misconception: Thinking bigger numerator = bigger fraction

3/6 = 1/2 , so they are equal

Draw and shade 3/4

Split a shape into 4 equal parts and shade 3 of those parts

Draw a number line from 0 to 1 and show 2/5

Number line from 0 - 1 divided into 5 equal parts, mark at 2

Draw a group of objects to represent 3/6

6 objects with 3 of them shaded

Which is bigger: 5/6 or 4/5? Explain using a benchmark (like 1).

5/6 is bigger

5/6 is closer to 1 than 4/5

A student draws 1/2 as two unequal parts.
What is wrong with their model?
How would you fix it?

The parts are not equal. You can fix this by dividing into 2 equal parts