Name: ________________________ Class: ___________________ Date: __________
ID: A
Chapter 7 Practice Test
____
1. Use the fraction model to answer the question.
Ed cuts a pan of lasagna into 6 equal pieces. He serves 2 of the pieces for
dinner. What fraction describes the part of the lasagna Ed servers?
A. 4
6
B. 1
4
C. 2
4
D. 2
6
1
Name: ________________________
____
ID: A
2. Use the fraction model to answer the question.
The next day, Ed serves 3 leftover pieces of lasagna. What fraction
describes the part of the lasagna that still remains?
A. 1
6
B. 4
6
C. 1
2
D. 5
6
2
Name: ________________________
____
ID: A
3. Use the fraction model to answer the question.
Which equation represents the shaded parts of the model?
A. 5 + 5 = 10
5
5 5
B. 3 + 4 = 5
5 5 5
C. 2 + 1 = 3
5 5 5
D. 1 + 1 = 2
5 5 5
3
Name: ________________________
____
ID: A
4. Use the fraction model to answer the question.
For the circle on the left, which equation shows the part of the circle that
remains if the gray parts are removed?
A. 5 − 1 = 4
5 5 5
B. 5 − 2 = 3
5 5 5
C. 5 − 3 = 2
5 5 5
D. 10 − 2 = 8
5 5 5
5. Look at the fraction models. Write one statement about how the shaded
parts are alike. Write one statement about how they are different.
4
Name: ________________________
____
ID: A
6. Dillon’s dad sells golf balls online. He sells 4 of the golf balls. Which gives
5
the sum of 4 ?
5
A. 1 + 1 + 1
5 5 5
B. 1 + 1 + 2
5 5 5
C. 2 + 2 + 1
5 5 5
D. 1 + 1 + 1 + 1 + 1
5 5 5 5 5
____
7. Ellie’s mom sells toys online. She sells 7 of the toys. Which gives the
10
sum of 7 ?
10
A.
1 + 1 + 1 + 1 + 2
10 10 10 10 10
B.
1 + 2 + 3 + 1
10 10 10 10
C.
2 + 2 + 2 + 2
10 10 10 10
D.
4 + 1 + 1 + 1 + 1
10 10 10 10 10
5
Name: ________________________
____
____
ID: A
8. Santos used a unit fraction to describe how much of his book he has read.
Which fraction could Santos have used?
A.
9
10
B.
4
5
C.
5
8
D.
1
3
9. Dawn used a unit fraction to describe how much of her chores she has
done. Which fraction could Dawn have used?
A.
7
8
B.
3
10
C.
1
6
D.
3
24
10. Eleni says that any fraction can be shown as a sum of unit fractions. Is she
right? Explain and give examples.
6
Name: ________________________
ID: A
____ 11. Wanda rode her bike 21 miles. Which mixed number shows how far
10
Wanda rode her bike?
A. 1 1 miles
10
B. 1 2 miles
10
C. 2 1 miles
10
D. 2 10 miles
10
____ 12. Ilene is making smoothies. The recipe calls for 1 1 cups of strawberries.
4
What is this amount written as a fraction greater than one?
A.
4 cup
5
B.
5 cups
4
C.
6 cups
4
D. 11 cups
4
7
Name: ________________________
ID: A
____ 13. Lee’s vacation is in 3 4 weeks. Which shows the number of weeks until
7
Lee’s vacation written as a fraction greater than one?
A. 34
7
B. 25
7
C. 24
7
D. 14
7
____ 14. Derek and his friend shared two small pizzas. Derek ate 7 of the pizzas.
6
Which mixed number shows how much pizza Derek ate?
A. 1 1
6
B. 1 3
6
C. 1 4
6
D. 2 1
6
15. Jamaal can’t remember how to rename 17 as a mixed number. Explain
5
step by step to help Jamaal remember what to do.
8
Name: ________________________
ID: A
____ 16. Sue used 2 3 cups of walnuts and 1 2 cups of almonds to make a nut mix.
8
8
How many more cups of walnuts than almonds did Sue use?
A.
1 cup
8
B. 1 1 cups
8
C. 3 1 cups
8
D. 3 5 cups
8
____ 17. Paige hiked 5 5 miles. Xavier hiked 2 1 miles. How many fewer miles did
6
6
Xavier hike than Paige?
A. 2 1 miles
6
B. 3 2 miles
6
C. 3 4 miles
6
D.
8 miles
9
Name: ________________________
ID: A
____ 18. Kate has two lengths of ribbon. The pink ribbon is 4 6 feet long, and the
12
purple ribbon is 2 4 feet long. How much ribbon does Kate have in all?
12
A.
10 foot
12
B. 2 2 feet
12
C. 6 10 feet
12
D. 6 11 feet
12
____ 19. Max used 3 7 pounds of yellow potatoes and 2 5 pounds of sweet potatoes
8
8
to make a potato salad. How many more pounds of yellow potatoes than
sweet potatoes did Max use?
A. 6 4 pounds
8
B. 5 2 pounds
8
C. 1 2 pounds
4
D. 1 2 pounds
8
10
Name: ________________________
ID: A
20. Keith records how many inches his plant grows. To find the plant’s total
growth during one time period, he needs to add 3 3 inches and 4 6
10
10
inches. Explain how you might add the two numbers.
____ 21. Thomas got 9 1 feet of wood to fix his fence. When he finished, he had 3 2
3
3
feet of wood left. How much wood did Thomas use to fix his fence?
A. 5 1 feet
3
B. 5 2 feet
3
C. 6 1 feet
3
D. 6 2 feet
3
____ 22. SuLee has 8 1 yards of blue fabric and 4 2 yards of green fabric. How
4
4
much more blue fabric does SuLee have than green fabric?
A. 3 1 yards
4
B. 3 3 yards
4
C. 4 1 yards
4
D. 4 3 yards
4
11
Name: ________________________
ID: A
____ 23. Alicia had 3 1 yards of fabric to make a tablecloth. When she finished the
6
tablecloth, she had 1 4 yards of fabric left. How many yards of fabric did
6
Alicia use to make the tablecloth?
A. 1 3 yards
6
B. 2 3 yards
6
C. 2 5 yards
6
D. 4 5 yards
6
____ 24. Gina has 5 2 feet of silver ribbon and 2 4 feet of gold ribbon. How much
6
6
more silver ribbon does Gina have than gold ribbon?
A.
8
B. 3 4
6
C. 3 2
6
D. 2 4
6
25. A roll of wallpaper has 9 yards. Darcy uses 7 3 yards to paper one wall of
4
the bedroom. Explain how she can figure out the length of wallpaper that is
left.
12
Name: ________________________
ID: A
____ 26. To get the correct color, Johan mixed 3 1 quarts of white paint, 1 2 quarts
4
4
of blue paint, and 2 3 quarts of green paint. How much paint did Johan
4
mix?
A. 6 2 quarts
4
B. 6 3 quarts
4
C. 7 quarts
D. 7 2 quarts
4
13
Name: ________________________
ID: A
____ 27. Kinsey recorded the amount of time she spent swimming during
3 days.
What is the total number of hours Kinsey spent swimming?
A. 5 2 hours
6
B. 5 5 hours
6
C. 6 2 hours
6
D. 6 8 hours
6
____ 28. Bobby biked 1 2 hours on Monday, 2 1 hours on Tuesday, and 2 2 hours
3
3
3
on Wednesday. What is the total number of hours Bobby spent biking?
A. 5 2 hours
3
B. 6 hours
C. 6 1 hours
3
D. 6 2 hours
3
14
Name: ________________________
ID: A
____ 29. Hector recorded the amount of time he spent running during 3 days.
What is the total number of hours Hector spent running?
A. 4 4 hours
12
B. 5 4 hours
12
C. 5 5 hours
12
D. 5 16 hours
12
30. Explain how you can use the properties of addition to find the sum of
3 1 +1 2 +4 3.
4
4
4
15
Name: ________________________
ID: A
____ 31. Linda uses 3 pound of strawberries and 2 pound of blueberries to make
12
12
jam.
How many pounds of berries does Linda use to make jam?
A.
1 pound
12
B.
5 pound
24
C.
5 pound
12
D.
1 pound
2
____ 32. Ted needs 5 yard of denim and 2 yard of canvas to make a tote bag. How
8
8
much fabric does Ted need in all?
A.
1 yard
8
B.
3 yard
8
C.
7 yard
16
D.
7 yard
8
16
Name: ________________________
ID: A
____ 33. In a survey, 3 of the students chose summer as their favorite season and
6
1 chose winter. What fraction of the students surveyed chose summer or
6
winter?
A.
1
6
B.
2
6
C.
4
12
D.
4
6
17
Name: ________________________
ID: A
____ 34. A painter mixed 1 quart of red paint with 3 quart of blue paint to make
4
4
purple paint.
How much purple paint did the painter make?
A. 1 3 quarts
4
B. 1 quart
C. 2 quart
4
D. 4 quart
8
35. How does it help to use a model to add 3 and 2 ? Explain, and tell how to
8
8
check that your answer makes sense.
18
Name: ________________________
ID: A
____ 36. Ellen sewed 5 yard of fringe on her scarf. Ling sewed 2 yard of fringe on
8
8
her scarf.
How much more fringe did Ellen sew on her scarf than Ling?
A. 1 yard
8
B. 2 yard
8
C. 3 yard
8
D. 7 yard
8
19
Name: ________________________
ID: A
____ 37. Betsy brought 6 pound of trail mix on a camping trip. She ate 4 pound
12
12
of the trail mix. How much trail mix was left?
A.
1 pound
12
B.
2 pound
12
C.
3 pound
12
D. 10 pound
12
____ 38. Ryan has two pet hamsters. One hamster weighs 3 pound. The other
10
hamster weighs 4 pound. What is the difference in the weights of Ryan’s
10
hamsters?
A.
1 pound
10
B.
2 pound
10
C.
7 pound
10
D. 12 pound
10
20
Name: ________________________
ID: A
____ 39. Keiko sewed 3 yard of lace on her backpack. Pam sewed 1 yard of lace
4
4
on her backpack.
How much more lace did Keiko sew on her backpack than Pam?
A. 4 yard
4
B. 3 yard
4
C. 2 yard
4
D. 1 yard
4
40. Homer grew a tomato that weighed 7 pound. Ruth grew a tomato that
8
weighed 4 pound. Whose tomato weighed more? How many more pounds
8
did it weigh? Explain how you know.
21
Name: ________________________
ID: A
____ 41. Mindi planted beans in 4 of her garden and peas in 5 of her garden.
10
10
What fraction of the garden has beans or peas?
A.
1
10
B.
9
20
C.
8
10
D.
9
10
____ 42. Harrison ate 3 of a pizza. Miles ate 5 of the same pizza. How much
12
12
more of the pizza did Miles eat than Harrison?
A.
1
12
B.
2
12
C.
4
12
D.
8
12
22
Name: ________________________
ID: A
____ 43. Miguel is going to sell pet treats at the school fair. He made 3 of the treats
8
for dogs and 2 of the treats for cats. The rest of the treats are for other
8
types of pets. What fraction of the pet treats is for cats or dogs?
A. 1
8
B. 2
8
C. 5
8
D. 7
8
____ 44. Teresa planted marigolds in 1 of her garden and petunias in 4 of her
6
6
garden. What fraction of the garden has marigolds or petunias?
A.
6
6
B.
5
6
C.
5
12
D.
1
6
45. Don writes 6 − 3 = 9 . Is his answer correct? Explain, and tell how you
10 10 10
find the correct answer if Don is wrong.
23
Name: ________________________
ID: A
____ 46. Ryan’s collection is 3 football cards and 2 basketball cards. What part of
6
6
Ryan’s card collection is not football or basketball cards?
A. 1
6
B.
5
12
C. 5
6
D. 1
____ 47. Royce walks 3 mile to school and 3 mile home each day. In how many
4
4
days will he have walked 3 miles?
A.
B.
C.
D.
8 days
6 days
4 days
2 days
____ 48. Carson’s album is 8 vacation photos and 3 holiday photos. What part of
12
12
Carson’s album is not vacation or holiday photos?
A. 1
B. 11
12
C.
5
12
D.
1
12
24
Name: ________________________
ID: A
____ 49. A quarter is 1 of a dollar. Victor has 32 quarters. How much money does
4
he have?
A.
B.
C.
D.
$16
$8
$6
$5
50. Each day, Mrs. Hewes knits 1 of a scarf in the morning and 1 of a scarf in
3
3
the afternoon. How many days will it take Mrs. Hewes to knit 2 scarves?
Explain how you find the answer.
25
ID: A
Chapter 7 Practice Test
Answer Section
1. ANS: D
PTS: 1
DIF: average
REF: Lesson 55: Investigate • Add and Subtract Parts of a Whole
OBJ: Understand that to add or subtract fractions, they must refer to parts
of the same-size wholes.
NAT: CC.4.NF.3a Understand a fraction a/b with a > 1 as a sum of
fractions 1/ b. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
2. ANS: A
PTS: 1
DIF: average
REF: Lesson 55: Investigate • Add and Subtract Parts of a Whole
OBJ: Understand that to add or subtract fractions, they must refer to parts
of the same-size wholes.
NAT: CC.4.NF.3a Understand a fraction a/b with a > 1 as a sum of
fractions 1/ b. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
3. ANS: C
PTS: 1
DIF: average
REF: Lesson 55: Investigate • Add and Subtract Parts of a Whole
OBJ: Understand that to add or subtract fractions, they must refer to parts
of the same-size wholes.
NAT: CC.4.NF.3a Understand a fraction a/b with a > 1 as a sum of
fractions 1/ b. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
1
ID: A
4. ANS: B
PTS: 1
DIF: average
REF: Lesson 55: Investigate • Add and Subtract Parts of a Whole
OBJ: Understand that to add or subtract fractions, they must refer to parts
of the same-size wholes.
NAT: CC.4.NF.3a Understand a fraction a/b with a > 1 as a sum of
fractions 1/ b. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
5. ANS:
Possible answer: both models show a whole divided into 4 equal parts
ÊÁ ˆ˜
called fourths, with 3 fourths ÁÁÁ 3 ˜˜˜ shaded. They are different because the
Ë4¯
wholes are not the same size. So, 1 of the circle is not the same size as 1
4
4
of the square.
PTS: 1
DIF: average
REF: Lesson 55: Investigate • Add and Subtract Parts of a Whole
OBJ: Understand that to add or subtract fractions, they must refer to parts
of the same-size wholes.
NAT: CC.4.NF.3a Understand a fraction a/b with a > 1 as a sum of
fractions 1/ b. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
2
ID: A
6. ANS: B
PTS: 1
DIF: average
REF: Lesson 56: Write Fractions as Sums
OBJ: Decompose a fraction by writing it as a sum of fractions with the
same denominator.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: unit fraction
NOT: Number and Operations - Fractions
7. ANS: B
PTS: 1
DIF: average
REF: Lesson 56: Write Fractions as Sums
OBJ: Decompose a fraction by writing it as a sum of fractions with the
same denominator.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: unit fraction
NOT: Number and Operations - Fractions
3
ID: A
8. ANS: D
PTS: 1
DIF: average
REF: Lesson 56: Write Fractions as Sums
OBJ: Decompose a fraction by writing it as a sum of fractions with the
same denominator.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: unit fraction
NOT: Number and Operations - Fractions
9. ANS: C
PTS: 1
DIF: average
REF: Lesson 56: Write Fractions as Sums
OBJ: Decompose a fraction by writing it as a sum of fractions with the
same denominator.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: unit fraction
NOT: Number and Operations - Fractions
4
ID: A
10. ANS:
Possible answer: yes, you can write any fraction as a sum of unit fractions.
3 is 1 + 1 + 1 ; 7 is the sum of seven 1 parts.
4 4 4 4 7
7
PTS: 1
DIF: average
REF: Lesson 56: Write Fractions as Sums
OBJ: Decompose a fraction by writing it as a sum of fractions with the
same denominator.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: unit fraction
NOT: Number and Operations - Fractions
11. ANS: C
PTS: 1
DIF: average
REF: Lesson 57: Rename Fractions and Mixed Numbers
OBJ: Write fractions greater than 1 as mixed numbers and write mixed
numbers as fractions greater than 1.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: mixed number
NOT: Number and Operations - Fractions
5
ID: A
12. ANS: B
PTS: 1
DIF: average
REF: Lesson 57: Rename Fractions and Mixed Numbers
OBJ: Write fractions greater than 1 as mixed numbers and write mixed
numbers as fractions greater than 1.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: mixed number
NOT: Number and Operations - Fractions
13. ANS: B
PTS: 1
DIF: average
REF: Lesson 57: Rename Fractions and Mixed Numbers
OBJ: Write fractions greater than 1 as mixed numbers and write mixed
numbers as fractions greater than 1.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: mixed number
NOT: Number and Operations - Fractions
6
ID: A
14. ANS: A
PTS: 1
DIF: average
REF: Lesson 57: Rename Fractions and Mixed Numbers
OBJ: Write fractions greater than 1 as mixed numbers and write mixed
numbers as fractions greater than 1.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: mixed number
NOT: Number and Operations - Fractions
15. ANS:
Possible explanation: 17 is greater than one, so Jamaal can write a whole
5
number part and a fraction part. 1 whole = 5 , so 5 + 5 + 5 = 15 or 3
5
5 5 5
5
wholes. There are 2 of the 17 left, so the mixed number for 17 = 3 2 .
5
5
5
5
PTS: 1
DIF: average
REF: Lesson 57: Rename Fractions and Mixed Numbers
OBJ: Write fractions greater than 1 as mixed numbers and write mixed
numbers as fractions greater than 1.
NAT: CC.4.NF.3b Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by an
equation. Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
KEY: mixed number
NOT: Number and Operations - Fractions
7
ID: A
16. ANS: B
PTS: 1
DIF: average
REF: Lesson 58: Add and Subtract Mixed Numbers
OBJ: Add and subtract mixed numbers.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
17. ANS: C
PTS: 1
DIF: average
REF: Lesson 58: Add and Subtract Mixed Numbers
OBJ: Add and subtract mixed numbers.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
18. ANS: C
PTS: 1
DIF: average
REF: Lesson 58: Add and Subtract Mixed Numbers
OBJ: Add and subtract mixed numbers.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
8
ID: A
19. ANS: D
PTS: 1
DIF: average
REF: Lesson 58: Add and Subtract Mixed Numbers
OBJ: Add and subtract mixed numbers.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
20. ANS:
Possible answer: add the whole number parts first, then add the fraction
parts, and write both parts together as the answer. So, 3 + 4 = 7 and
3 + 6 = 9 . 7+ 9 = 7 9
10
10
10 10 10
PTS: 1
DIF: average
REF: Lesson 58: Add and Subtract Mixed Numbers
OBJ: Add and subtract mixed numbers.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
21. ANS: B
PTS: 1
DIF: average
REF: Lesson 59: Subtraction with Renaming
OBJ: Rename mixed numbers to subtract.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
9
ID: A
22. ANS: B
PTS: 1
DIF: average
REF: Lesson 59: Subtraction with Renaming
OBJ: Rename mixed numbers to subtract.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
23. ANS: A
PTS: 1
DIF: average
REF: Lesson 59: Subtraction with Renaming
OBJ: Rename mixed numbers to subtract.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
24. ANS: D
PTS: 1
DIF: average
REF: Lesson 59: Subtraction with Renaming
OBJ: Rename mixed numbers to subtract.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
10
ID: A
25. ANS:
Possible answer: she can subtract 7 3 from 9. 9 is a whole number with no
4
fraction part, so she can rename 1 whole as 4 and write 9 as 8 4 . Now
4
4
Darcy can subtract fraction parts and then subtract whole number parts.
8 4 − 7 3 = 1 1 . She has 1 1 yards left.
4
4
4
4
PTS: 1
DIF: average
REF: Lesson 59: Subtraction with Renaming
OBJ: Rename mixed numbers to subtract.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
26. ANS: D
PTS: 1
DIF: average
REF: Lesson 60: Algebra • Fractions and Properties of Addition
OBJ: Use the properties of addition to add fractions.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
11
ID: A
27. ANS: C
PTS: 1
DIF: average
REF: Lesson 60: Algebra • Fractions and Properties of Addition
OBJ: Use the properties of addition to add fractions.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
28. ANS: D
PTS: 1
DIF: average
REF: Lesson 60: Algebra • Fractions and Properties of Addition
OBJ: Use the properties of addition to add fractions.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
29. ANS: B
PTS: 1
DIF: average
REF: Lesson 60: Algebra • Fractions and Properties of Addition
OBJ: Use the properties of addition to add fractions.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
12
ID: A
30. ANS:
Possible answer: I know that 1 + 3 is a whole number sum. I can use the
4 4
Commutative Property of Addition to rewrite the problem as 1 2 + 3 1 + 4 3 .
4
4
4
Then I would use the Associative Property of Addition to group the
ÊÁ
ˆ˜
addends. 1 2 + ÁÁÁ 3 1 + 4 3 ˜˜˜ . The sum of the numbers in parentheses is 8.
4 Ë 4
4¯
1 2 +8 = 9 2.
4
4
PTS: 1
DIF: average
REF: Lesson 60: Algebra • Fractions and Properties of Addition
OBJ: Use properties of addition to add fractions.
NAT: CC.4.NF.3c Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Add and subtract mixed numbers with like denominators, e.g.
by replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
31. ANS: C
PTS: 1
DIF: average
REF: Lesson 61: Add Fractions Using Models
OBJ: Use models to represent and find sums involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
13
ID: A
32. ANS: D
PTS: 1
DIF: average
REF: Lesson 61: Add Fractions Using Models
OBJ: Use models to represent and find sums involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
33. ANS: D
PTS: 1
DIF: average
REF: Lesson 61: Add Fractions Using Models
OBJ: Use models to represent and find sums involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
34. ANS: B
PTS: 1
DIF: average
REF: Lesson 61: Add Fractions Using Models
OBJ: Use models to represent and find sums involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
14
ID: A
35. ANS:
Possible answer: a rectangle divided into 8 eighths shows 1 whole. I shade
3 one color and 2 a different color. The model then represents 3 + 2 . I
8
8
8 8
count the total number of eighths shaded, which is 5 , so 3 + 2 = 5 .
8
8 8 8
PTS: 1
DIF: average
REF: Lesson 61: Add Fractions Using Models
OBJ: Use models to represent and find sums involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
36. ANS: C
PTS: 1
DIF: average
REF: Lesson 62: Subtract Fractions Using Models
OBJ: Use models to represent and find differences involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
37. ANS: B
PTS: 1
DIF: average
REF: Lesson 62: Subtract Fractions Using Models
OBJ: Use models to represent and find differences involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
15
ID: A
38. ANS: A
PTS: 1
DIF: average
REF: Lesson 62: Subtract Fractions Using Models
OBJ: Use models to represent and find differences involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
39. ANS: C
PTS: 1
DIF: average
REF: Lesson 62: Subtract Fractions Using Models
OBJ: Use models to represent and find differences involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
40. ANS:
Homer’s tomato weighed 3 pound more than Ruth’s tomato. Possible
8
explanation: I used a model. I drew two bars lined up one under the other,
and divided each one into 8 eighths. Each part is 1 . I shaded 7 of the
8
eighths in the top bar and shaded 4 of the eighths in the bottom bar. Then I
compared the shaded parts to see that 7 is more than 4 ; 7 − 4 = 3 .
8
8 8 8 8
PTS: 1
DIF: average
REF: Lesson 62: Subtract Fractions Using Models
OBJ: Use models to represent and find differences involving fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
16
ID: A
41. ANS: D
PTS: 1
DIF: average
REF: Lesson 63: Add and Subtract Fractions
OBJ: Solve word problems involving addition and subtraction with
fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
42. ANS: B
PTS: 1
DIF: average
REF: Lesson 63: Add and Subtract Fractions
OBJ: Solve word problems involving addition and subtraction with
fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
43. ANS: C
PTS: 1
DIF: average
REF: Lesson 63: Add and Subtract Fractions
OBJ: Solve word problems involving addition and subtraction with
fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
17
ID: A
44. ANS: B
PTS: 1
DIF: average
REF: Lesson 63: Add and Subtract Fractions
OBJ: Solve word problems involving addition and subtraction with
fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
45. ANS:
Don’s answer is not correct. Possible explanation: Don used the wrong
operation. He added instead of subtracting. I can draw a model showing 10
equal parts and shade 6 parts to show 6 . To subtract 3 , I would cross
10
10
out 3 of the parts. The shaded parts left are 3 tenths or 3 , so
10
6 − 3 = 3 .
10 10 10
PTS: 1
DIF: average
REF: Lesson 63: Add and Subtract Fractions
OBJ: Solve word problems involving addition and subtraction with
fractions.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
18
ID: A
46. ANS: A
PTS: 1
DIF: average
REF: Lesson 64: Problem Solving • Multistep Fraction Problems
OBJ: Use the strategy act it out to solve multistep fraction problems.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
47. ANS: D
PTS: 1
DIF: average
REF: Lesson 64: Problem Solving • Multistep Fraction Problems
OBJ: Use the strategy act it out to solve multistep fraction problems.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
48. ANS: D
PTS: 1
DIF: average
REF: Lesson 64: Problem Solving • Multistep Fraction Problems
OBJ: Use the strategy act it out to solve multistep fraction problems.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
49. ANS: B
PTS: 1
DIF: average
REF: Lesson 64: Problem Solving • Multistep Fraction Problems
OBJ: Use the strategy act it out to solve multistep fraction problems.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
19
ID: A
50. ANS:
Possible answer: I keep track of the number of thirds. The first day, she
knits 1 + 1 = 2 . At the end of day 2, she has knitted 1 + 1 + 1 + 1 = 4 . At
3 3 3
3 3 3 3 3
the end of day 3, she has knitted 1 + 1 + 1 + 1 + 1 + 1 = 6 . 6 = 2, so it
3 3 3 3 3 3 3 3
takes 3 days to finish 2 scarves.
PTS: 1
DIF: average
REF: Lesson 64: Problem Solving • Multistep Fraction Problems
OBJ: Use the strategy act it out to solve multistep fraction problems.
NAT: CC.4.NF.3d Understand a fraction a/b with a > 1 as a sum of
fractions 1/b. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
TOP: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
NOT: Number and Operations - Fractions
20