Fraction Skills ©Jennifer Findley
Fraction Skills
?Jennifer Findley
I can understand and define fractions. I can name fraction models. I can draw fraction models. I can understand that fractions have to have parts or pieces of equal sizes. I can plot and name fractions on a number line. I can determine if fractions are equivalent from models. I can create multiples for given numbers and use those multiples to create equivalent fractions with the same denominator. I can determine if fractions are equivalent by making the denominators the same. I can generate equivalent fractions. I can compare fractions with models. I can compare fractions by making the denominators the same. I can compare fractions by comparing each fraction to ?. I can rename fractions as wholes. I can rename improper fractions as mixed numbers. I can add and subtract fractions with like denominators. I can solve word problems involving addition and subtraction of fractions with like denominators. I can add and subtract mixed numbers with like denominators. I can subtract mixed numbers when regrouping is necessary. I can solve word problems involving addition and subtraction of mixed numbers with like denominators. I can multiply fractions by whole numbers using models. I can multiply whole numbers by fractions using models. I can solve word problems involving multiplication of fractions and whole numbers.
Name: _____________________ Date: _______
What are fractions?
Fraction Skills: Assessment 1
Name the fraction shown.
Draw a model to represent
the fraction shown.
D
Name the fraction shown on the number line.
0
1
Plot the fraction shown on a
number line.
C
Determine if the fractions are equivalent. Write how you know.
Determine if the fractions are equivalent. Write how you
f Aknow.
Generate two equivalent fractions for the fraction
Fshown.
Compare the fractions using , or =.
Compare the fractions using
, or =. Explain.
DS
Rename the fraction as a
whole number.
i
Rename the improper fraction as a mixed number.
9 4
?Jennifer Findley
Name: _____________________ Date: _______
Solve.
11 + =
33
Fraction Skills: Assessment 2
Solve.
32
-
=
44
Solve.
1
4
2 +1 =
6
6
Solve.
2
1
3 -2 =
3
3
Solve.
1
3
3 -1 =
4
4
Solve.
1 x6 =
3
Solve.
1
4x =
4
Jorge ran ? of a mile on Tuesday without stopping. On Wednesday, he ran ? of a mile without stopping. How much farther did he run without stopping on Wednesday?
To make a batch of her famous cookies, Mrs. Wiu needs ? of a cup of milk. How much milk will Mrs. Wiu need to make three batches of cookies?
?Jennifer Findley
Name: __A__n_s_w__e_r__K_e__y_______
Date: _______ What are fractions?
Fractions are parts of wholes or parts of sets/groups.
Fraction Skills: Assessment 1
Name the fraction shown.
Draw a model to represent
the fraction shown.
D
2/6 or 1/3
Check model for accuracy.
Name the fraction shown on the number line.
0
1
3/4
Determine if the fractions are equivalent. Write how you
f Aknow.
No, they are not equivalent.
Plot the fraction shown on a number line.
C
Check number line for
accuracy.
Generate two equivalent fractions for the fraction
Fshown.
Answers may vary. 2/8, 3/12, 4/16
Determine if the fractions are equivalent. Write how you know.
Yes, they are equivalent.
Compare the fractions using , or =.
>
Compare the fractions using
, or =. Explain.
D< S
Rename the fraction as a
whole number.
i
Rename the improper fraction as a mixed number.
9 4
1
2 ?
?Jennifer Findley
Name: __A__n_s_w__e_r__K_e__y_______
Date: _______ Solve.
11 + =
33
Fraction Skills: Assessment 2
Solve.
32
-
=
44
Solve.
1
4
2 +1 =
6
6
2/3
1/4
3 5/6
Solve.
2
1
3 -2 =
3
3
1 1/3
Solve.
1
3
3 -1 =
4
4
1 2/4 or 1?
Solve.
1 x6 =
3 6/3 = 2
Solve.
1
4x =
4 4/4 = 1
?Jennifer Findley
Jorge ran ? of a mile on Tuesday without stopping. On Wednesday, he ran ? of a mile without stopping. How much farther did he run without stopping on Wednesday?
To make a batch of her famous cookies, Mrs. Wiu needs ? of a cup of milk. How much milk will Mrs. Wiu need to make three batches of cookies?
2/4 or 1/2 of a mile farther
3/2 = 1? cups of milk
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