The Math Learning Center PO Box 12929, Salem, Oregon Math Learning Center

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1 Resource Overview Quantile Measure: Skill or Concept: 670Q Add and subtract fractions with like denominators. (QT N 99) Model and identify mixed numbers and their equivalent improper fractions. (QT N 56) Excerpted from: The Math Learning Center PO Box 99, Salem, Oregon Math Learning Center This resource may be available in other Quantile utilities. For full access to these free utilities, visit The Quantile Framework for Mathematics, developed by educational measurement and research organization MetaMetrics, comprises more than 500 skills and concepts (called QTaxons) taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content across the strands. By matching a student s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting concepts first, or has already learned it. For more information and to use free Quantile utilities, visit Park Forty Plaza Drive, Suite 0, Durham, North Carolina 773 METAMETRICS, the METAMETRICS logo and tagline, QUANTILE, QUANTILE FRAMEWORK and the QUANTILE logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The names of other companies and products mentioned herein may be the trademarks of their respective owners.

2 name date Set A9 H Independent Worksheet Independent Worksheet Fractions on the Trail There is a -mile hiking trail behind Kennedy School. Make a labeled sketch on the map to solve each of the problems below. Add more marks and fractions to the line if you need to. Use words to explain your answer, and write an equation to match. Note: If the answer turns out to be an improper fraction, change it to a mixed number. example Marissa and her mom ran the first miles of the trail. They got tired, so they walked the rest of the way. How far did they walk? Start mile mile mile Ran Walked 3 c Equation They walked 3 of a mile because leaves mile, and then they ran another of a mile. That left 3 of mile to go. - = 3 mile (Continued on back.) Bridges in Mathematics Grade Supplement A9.5

3 Independent Worksheet Fractions on the Trail (cont.) Tonio took his little brother for a walk on the trail. They walked 3 of a mile Then they turned around and went back to the start. How many miles did they walk in all? Start mile mile mile Troy and Eric decided to run the whole. Eric twisted his ankle after they d gone 8 of a mile. They decided to walk the rest of the way and call Eric s dad to come get them. How many eighths of a mile did they have to walk to get to the end of the trail? Start mile mile mile (Continued on next page.) A9.6 Bridges in Mathematics Grade Supplement

4 Fractions Independent Worksheet Fractions on the Trail (cont.) 3 Kendra and her grandma walked 3 8 of a mile down the trail. Then they turned around and walked back to the start. How many miles did they walk in all? Start mile mile mile Carter was walking down the trail. When he got to the 3 mile marker, he realized that his glasses had slipped out of his pocket. He turned around and started to go back. He found his glasses right beside the mile marker. Then he turned around and walked to the end of the trail to meet his friend. How many miles did he walk in all? Start mile mile mile (Continued on back.) Bridges in Mathematics Grade Supplement A9.7

5 Independent Worksheet Fractions on the Trail (cont.) 5 Everyday, Mrs. Goodman starts at the beginning of the trail and walks miles. Then she turns around and walks back to the start. How many miles does she walk in week (7 days)? Start mile mile mile Challenge 6 Make up your own story problem about the hiking trail. Then give it to a classmate to solve. Be sure to check it first to make sure it works. a My problem: b Labeled Sketch c Explanation (in words): d Equation: A9.8 Bridges in Mathematics Grade Supplement