Name: ______________________ Class: _________________ Date: _________ ID: A

1
. Fractions Unit - Test 1 (Practice Test)
Multiple Choice (5 Points Each = 50 total points)
Identify the letter of the choice that best completes the statement or answers the question.
____ 1. Which fraction is NOT in simplest form?
a.
3
15
b.
16
31
c.
9
17
d.
4
5
____ 2. Which fraction is greater than
1
10
?
a.
1
16
b.
1
12
c.
1
17
d.
1
4
____ 3. Which point on the number line represents
21
5
?
a. Point S c. Point V
b. Point U d. Point T
____ 4. Eric had 10 weeks of summer vacation. He practiced cello every day and learned 5 new songs. How
many songs did Eric learn each week?
a. 2 songs c. 10 songs
b. 5 songs d.
1
2
of a song
____ 5. Denas father asked her to arrange the wrenches in the tool chest from the smallest size to the largest
size. In which order should the wrenches be arranged?
a.
11
16
,
5
16
,
3
4
c.
5
16
,
11
16
,
3
4
b.
11
16
,
3
4
,
5
16
d.
5
16
,
3
4
,
11
16
____ 6. Which improper fraction is equal to 3
5
16
?
a.
24
16
c.
53
16
b.
48
16
d.
85
16
2
____ 7. The chart shows two sets of fractions. Each fraction in Group A is paired with an equivalent fraction
in Group B.
EQUIVALENT
FRACTIONS
Group A Group B
32
36
8
9
16
20
4
5
8
28
2
7
Which of these describes the method that can be used to change each fraction in Group A to its
partner in Group B?
a. Subtract 12 from both the numerator and the denominator.
b. Subtract 24 from both the numerator and the denominator.
c. Multiply both the numerator and the denominator by 5.
d. Divide both the numerator and the denominator by 4.
____ 8. Which situation can be represented by the fraction
8
24
?
a. 8 people share 24 pies equally. How much pie does each person get?
b. Nancy sleeps 8 hours each day (24 hours). What part of each day does Nancy
sleep?
c. Bill uses 2 dozen eggs to make omelets for his 8 children. How many eggs are in
each omelet?
d. 24 students divide into 8 groups. How many students are in each group?
____ 9. Which mixed number is equal to
9
8
?
a. 8
1
8
c. 1
1
8
b. 2
7
8
d. 1
1
9
____ 10. A train has 59 cars. If each car holds 23 people, what is the total number of people the train can hold?
a. 1,541 people b. 1,357 people c. 1,247 people d. 1,150 people
3
Short Constructed Response (5 Points Each = 20 Total Points)
11. The work we did in class demonstrates that
1
2
is equivalent to
5
10
and
20
40
. Create another equivalent
fraction of
1
2
, showing the multiplication used to create the equivalent fraction (circle your answer).
.
4
12. Show the prime factors of 42 by using a prime factorization tree in the space below.
.
13. Change
83
28
as to a mixed number and decimal (you may use a calculator).
Mixed Number: ____________ Decimal: _____________
5
14. Below is an improper fractionl an illustration of the improper fraction, the division to turn it into a
mixed number, and the mixed number.
In the space below, create your own improper fraction, an illustration to represent it, the division to
turn it into an mixed number, and the mixed number.
.
6
Extended Constructed Response (15 Points Each = 30 Total Points)
The following questions are open ended. Be sure to:
Answer each question on a separate sheet of loose leaf paper (labeled with the question number)
Read each question carefully and think about the answer.
Use mathematical vocuabulary.
Show your work and explain your answers.
You can answer the questions by using words, tables, diagrams, OR pictures.
15. Explain how to reduce a fraction to lowest terms.
16. Brian is trying to figure out which is greater,
2
8
or
5
24
. Below is the work he has done. In the space
below, explain what Brian has done in order to determine that
2
8
>
5
24
.
ID: A
1
. Fractions Unit - Test 1 (Practice Test)
Answer Section
MULTIPLE CHOICE
1. ANS: A REF: 0710 Lesson 7-10: Fractions in Simplest Form
OBJ: Identify fractions that are in simplest form and find the simplest form of a fraction.
STO: 4.1.A.4 TOP: Intervention H17: Simplest Form, NCTM 3-5: Num.1.5
KEY: fractions
2. ANS: D REF: 0711 Lesson 7-11: Understanding Comparing Fractions
OBJ: Determine which of two fractions is greater or less and write a comparison.
STO: 4.1.A.6
TOP: Intervention H18: Using Number Sense to Compare Fractions, NCTM 3-5: Num.1.4
KEY: fractions, comparing
3. ANS: D REF: 0705 Lesson 7-5: Fractions and Mixed Numbers on the Number Line
OBJ: Identify and locate fractions and mixed numbers on a number line.
STO: 4.1.A.1
TOP: Intervention H23: Fractions and Mixed Numbers on the Number Line, NCTM 3-5: Num.1.3
KEY: fractions
4. ANS: D REF: 0702 Lesson 7-2: Fractions and Division
OBJ: Division can be used to divide objects into equal parts where the parts are fractions of a
whole. STO: 4.1.A.1
TOP: Intervention H21: Fractions and Division, NCTM 3-5: Num.1.3
KEY: fractions
5. ANS: C
REF: 0712 Lesson 7-12: Comparing and Ordering Fractions and Mixed Numbers
OBJ: Compare and order fractions and mixed numbers. STO: 4.1.A.4
TOP: Intervention H20: Comparing and Ordering Fractions and Mixed Numbers, NCTM 3-5:
Num.1.4 KEY: fractions, ordering
6. ANS: C REF: 0703 Lesson 7-3: Mixed Numbers
OBJ: Express fractions greater than 1 as mixed numbers or improper fractions.
STO: 4.1.A.1 TOP: Intervention H15: Mixed Numbers, NCTM 3-5: Num.1.3
KEY: fractions, mixed numbers
7. ANS: D REF: 0708 Lesson 7-8: Finding Equivalent Fractions
OBJ: Identify fractions that are equivalent and find fractions equivalent to a given fraction using
models and/or a computational procedure. STO: 4.1.A.4
TOP: Intervention H24: Equivalent Fractions, NCTM 3-5: Num.1.5
KEY: fractions, comparing
8. ANS: B REF: 0702 Lesson 7-2: Fractions and Division
OBJ: Division can be used to divide objects into equal parts where the parts are fractions of a
whole. STO: 4.1.A.1
TOP: Intervention H21: Fractions and Division, NCTM 3-5: Num.1.3
KEY: fractions
9. ANS: C REF: 0703 Lesson 7-3: Mixed Numbers
OBJ: Express fractions greater than 1 as mixed numbers or improper fractions.
STO: 4.1.A.1 TOP: Intervention H15: Mixed Numbers, NCTM 3-5: Num.1.3
KEY: fractions, mixed numbers
ID: A
2
10. ANS: B REF: 0204 Lesson 2-4: Multiplying Whole Numbers
OBJ: Use the standard algorithm to multiply numbers by one- and two-digit numbers.
TOP: Intervention G59: Multiplying Greater Numbers, NCTM 3-5: Num.3.2, NCTM 3-5:
Num.3.3 KEY: multiplication, whole numbers
SHORT ANSWER
11. ANS:
Answers will vary
12. ANS:
42 = 21 x 2 = 7 x 3 x 2
13. ANS:
83
28
= 2
27
28
= 2.96
14. ANS:
Answers will vary
ESSAY
15. ANS:
You have to multiply or divide the fraction by a fraction that equals one. A fraction that equals one
must have the same numerator and denominator (ex: 3/3, 5/5). We multiply or divide by a fraction
that equals one because it stays the same. Although the new equivalent fraction will have a different
numerator and denominator, it's still the same because we multiplied or divided by one. For example,
to create an equivalent fraction of 3/5, you can multiply it by 4/4 (equals one) to get 12/20. Therefore,
3/5 is equivalent to 12/20.
16. ANS:
Brian found common denominators for the two fractions. The lowest common denominator for the
two fractions was 24. Therefore, the fraction
5
24
did not need to be changed to a different equivalent
fraction because the denominator is already 24. So, Brian multiplied
2
8
by
3
3
to get
6
24
. He
multiplied by
3
3
, because that equals one, and when you multiply a number (or fraction) by one, it
doesnt change it. Now, the two fractions can be compared since the denominators are the same.
Brian had to remember that
2
8
=
6
24
to determine that it is greater than
5
24
.