gives each of his children one section, what fraction remains for himself?

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1 Name: lass: Date: 4th Grade Mini-MAFS 7 (to be used after Lesson 7.5) MAFS.4.NF.2.3a, MAFS.4.NF.2.3b, MAFS.4.NF.2.3d Multiple hoice Identify the choice that best completes the statement or answers the question. Jarvis has 8 children. If he divides his land equally into 0 sections and gives each of his children one section, what fraction remains for himself? A D In a survey, 53 7 of the students chose blue as their favorite color and chose green. What fraction of the students surveyed chose blue or green? A D

2 Name: 3 Abby and Jerry were decomposing fractions. They were trying to decide how to find the sum of 9 2. Abby: Jerry: Who correctly showed their work? A D oth Abby and Jerry are correct. Abby is correct. Jerry is correct. Neither Abby or Jerry are correct. 2

3 Name: 4 Use the fraction model to answer the question. Which equation represents the shaded parts of the model? A = = = 6 6 D = 2 6 3

4 Name: 5 Use the fraction model to answer the question. If three more pieces of the circle were shaded, which equation would represent the shaded parts of the model? A = = = 4 8 D = 3 8 4

5 Name: 6 Use the fraction model to answer the question. Keivan begins playing his sister s video game. His sister already lost life out of the available 5. Then he loses 2 more in the course of the game. Keivan says that they have 2 5 left? Is he correct? A No, 2 5 is not correct because = 3 5 No, 2 5 is not correct because = 6 5 Yes, 2 5 is correct because = 2 5 D Yes, 2 5 is correct because = 2 5 5

6 Name: 7 Skylar and Richard share a large piece of poster board. If Skylar cuts herself a piece that is of the total area with the shaded portion representhing how much she took, how much is left for Richard? A 3 D Yukiko bought 3 4 yard of satin fabric. Kim bought 4 yard of satin fabric. How much more satin fabric did Yukiko buy than Kim? A D 6

7 Name: 9 arlton s keepsake box is 8 3 photos and 2 2 keepsake box is not photos or letters? letters. What part of arlton s A D

8 Name: 0 Use the fraction model to answer the question. If Jeremiah painted the shaded portions of a mural on the first night of painting and 3 more portions the second night, what portion of the mural would be left to paint? A D 5 6 8

9 Name: Which gives the sum of 80? A D Sharon is making lemonade. She serves 5 6 Which does not give the sum of 5 6? of the lemonade to her family. A D

10 4th Grade Mini-MAFS 7 (to be used after Lesson 7.5) MAFS.4.NF.2.3a, MAFS.4.NF.2.3b, MAFS.4.NF.2.3d Answer Section MULTIPLE HOIE ANS: PTS: DIF: average REF: Lesson 7.: Investigate Add and Subtract Parts of a Whole OJ: Understand that to add or subtract fractions, they must refer to parts of the same-size wholes. NAT: MA.4.NF.2.3a Understand a fraction a/b with a > as a sum of fractions / b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 2 ANS: D PTS: DIF: average REF: Lesson 7.3: Add Fractions Using Models OJ: Use models to represent and find sums involving fractions. NAT: MA.4.NF.2.3d Understand a fraction a/b with a > as a sum of fractions /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. 3 ANS: PTS: DIF: average REF: Lesson 7.2: Write Fractions as Sums OJ: Decompose a fraction by writing it as a sum of fractions with the same denominator. NAT: MA.4.NF.2.3b Understand a fraction a/b with a > as a sum of fractions /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 = /8 + /8 + /8; 3/8 = /8 + 2/8 ; 2 /8 = + + /8 = 8/8 + 8/8 + /8. operations on whole numbers. MS: DOK 2 4 ANS: A PTS: DIF: average REF: Lesson 7.: Investigate Add and Subtract Parts of a Whole OJ: Understand that to add or subtract fractions, they must refer to parts of the same-size wholes. NAT: MA.4.NF.2.3a Understand a fraction a/b with a > as a sum of fractions / b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

11 5 ANS: PTS: DIF: average REF: Lesson 7.: Investigate Add and Subtract Parts of a Whole OJ: Understand that to add or subtract fractions, they must refer to parts of the same-size wholes. NAT: MA.4.NF.2.3a Understand a fraction a/b with a > as a sum of fractions / b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 6 ANS: PTS: DIF: average REF: Lesson 7.: Investigate Add and Subtract Parts of a Whole OJ: Understand that to add or subtract fractions, they must refer to parts of the same-size wholes. NAT: MA.4.NF.2.3a Understand a fraction a/b with a > as a sum of fractions / b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. operations on whole numbers. MS: DOK 3 7 ANS: PTS: DIF: average REF: Lesson 7.5: Add and Subtract Fractions OJ: Solve word problems involving addition and subtraction with fractions. NAT: MA.4.NF.2.3d Understand a fraction a/b with a > as a sum of fractions /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. 8 ANS: PTS: DIF: average REF: Lesson 7.4: Subtract Fractions Using Models OJ: Use models to represent and find differences involving fractions. NAT: MA.4.NF.2.3d Understand a fraction a/b with a > as a sum of fractions /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. 9 ANS: D PTS: DIF: average REF: Lesson 7.0: Problem Solving Multistep Fraction Problems OJ: Use the strategy act it out to solve multistep fraction problems. NAT: MA.4.NF.2.3d Understand a fraction a/b with a > as a sum of fractions /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. 2

12 0 ANS: A PTS: DIF: average REF: Lesson 7.: Investigate Add and Subtract Parts of a Whole OJ: Understand that to add or subtract fractions, they must refer to parts of the same-size wholes. NAT: MA.4.NF.2.3a Understand a fraction a/b with a > as a sum of fractions / b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. ANS: D PTS: DIF: average REF: Lesson 7.2: Write Fractions as Sums OJ: Decompose a fraction by writing it as a sum of fractions with the same denominator. NAT: MA.4.NF.2.3b Understand a fraction a/b with a > as a sum of fractions /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 = /8 + /8 + /8; 3/8 = /8 + 2/8 ; 2 /8 = + + /8 = 8/8 + 8/8 + /8. 2 ANS: PTS: DIF: average REF: Lesson 7.2: Write Fractions as Sums OJ: Decompose a fraction by writing it as a sum of fractions with the same denominator. NAT: MA.4.NF.2.3b Understand a fraction a/b with a > as a sum of fractions /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 = /8 + /8 + /8; 3/8 = /8 + 2/8 ; 2 /8 = + + /8 = 8/8 + 8/8 + /8. 3