Fractions Practice -01/16
Authored by Chansonique Fountain
Mathematics
5th Grade
CCSS covered
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45 questions
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1.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What is a numerator?
The number below the line in a fraction
The total number of parts our whole is partitioned into
The process of breaking a whole into equal-sized parts
The number above the line in a fraction
Tags
CCSS.3.NF.A.1
CCSS.3.NF.A.2B
2.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
How do you show a fraction on a number line?
By drawing a straight line on the number line
By partitioning the space from 0 to 1 into equal-sized pieces
By counting the number of parts on the number line
By dividing the number line into unequal parts
Tags
CCSS.3.NF.A.1
CCSS.3.NF.A.2B
3.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What does it mean to partition a shape?
Combining shapes into one part
Dividing a shape into halves
Breaking a shape into different-sized parts
Breaking a shape into equal-sized parts
Tags
CCSS.1.G.A.3
4.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
Does the size of the object we are partitioning affect the value of the fraction?
The size only affects the numerator of the fraction
The size only affects the denominator of the fraction
No, the size of the object does not affect the value of the fraction
Yes, the size of the object affects the value of the fraction
Tags
CCSS.3.NF.A.1
CCSS.3.NF.A.2B
5.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What is a denominator?
The number above the line in a fraction
The total number of parts our whole is partitioned into
The process of breaking a whole into equal-sized parts
The number below the line in a fraction
Tags
CCSS.3.NF.A.1
CCSS.3.NF.A.2B
6.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
How can you represent a fraction visually?
By drawing a circle and shading the fraction part
By drawing a straight line
By counting the number of parts
By dividing a shape into unequal parts
Tags
CCSS.3.NF.A.1
CCSS.3.NF.A.2A
7.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What does it mean to simplify a fraction?
To make the fraction as small as possible
To make the numerator and denominator the same
To reduce the fraction to its lowest terms
To increase the size of the fraction
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