G4 Unit 2 - Fraction Equivalence and Comparison Assessment PDF

G4 Unit 2 - Fraction Equivalence and Comparison Assessment NCSCOS Standards Addressed on this Assessment: Explain why a fraction is equivalent to another fraction by using 2, 6 area and length fract...

G4 Unit 2 - Fraction Equivalence and Comparison Assessment NCSCOS Standards Addressed on this Assessment: Explain why a fraction is equivalent to another fraction by using 2, 6 area and length fraction models, with attention to how the number NC.4.NF.1 and size of the parts differ even though the two fractions themselves are the same size. Compare two fractions with different numerators and different 1, 3, 4, 5, 7, 8, 9, denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. 10 Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or 1 3 6 5 7 C 4 = 8 D 6 > 8 5. The two fraction models are each shaded to represent fractions. Which number sentence below correctly compares the fraction models? A B C D 6. An ant crawled from point Y to point Z on this number line. Which fraction describes the distance from point Y to point Z? 7. Andrew measured his pencil before school and after school. He used of his pencil throughout the day. Which fraction is equivalent to ? TEI Items 8-9 Directions for #8: This is a technology enhanced item. For this item, you will need to click and drag the fractions into the correct order. (If you are working pencil-paper, you will want to order the fractions in the space provided.) 8. Order the amount of time each person read from least to greatest: Directions for #9: Question 8 is a text selection question. For these types of questions, there may be more than one correct answer, and you will choose ALL of the correct answer choices. 9. Select all fractions that are greater than 1/2 but less than 1. 1 10. Maliya’s family ordered a pizza for dinner. After dinner, there was 4 of the pizza left. Which fraction below could also represent how much of the pizza was left. 2 3 A 5 B 12 2 4 C 6 D 8 Student Name: ________________________ Date: _________ G4 Unit 2 - Fraction Equivalence and Comparison Open Response Question Directions: Read the problem below carefully. Show your work. Use complete sentences when asked to explain your thinking. This task is worth 10 points: 2 pts - Correctly records the amount of candy bars both Celeste and Donnie ate. 2 pts - Accurately draws a visual fraction model to show how much each of them ate. 6 pts - Explanation includes understanding of fraction equivalence. 11. Celeste and Donnie bought the same kind of candy bar at the store. Celeste cut her candy bar into 3 equal parts. Celeste ate two of the parts of her candy bar. Donnie cut his candy bar into 6 equal parts. Donnie ate the same amount of his candy bar as Celeste ate of her candy bar. Part A: Fill in the sentence below to show what fraction of each candy bar that was eaten: Celeste ate ______ of her candy bar. Donnie ate _____ of his candy bar. Part B: In the space below, draw a visual fraction model to show how the two fractions are equivalent. Part C: Explain how your model shows the fractions are equivalent.