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Name ______________________________
Date _______________
Standard:
18.NF.1 explain why a fraction a/b is equivalent to a fraction (n x a/n x b) by using visual fraction models with attention to how
the number and size of the parts differ even though the two fractions themselves are the same size; use this principle to
recognize and generate equivalent fractions
19.NF.2 compare two fractions with different numerators and different denominators, e.g., by creating common denominators
or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two
fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g.,
by using a visual fraction model
B.
A. 5/3
B. 5/8
C. 3/5
C.
D. 3/8
D.
B. 9/9
C. 5/10
C. 6/9
D. 8/16
D. 4/9
5. Plot the following fractions on the
number line below: ,
, and
Put an X on fractions less than
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A.
_______
B.
_______
C.
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_______
______________________________________
______________________________________
D.
______________________________________
______________________________________
______________________________________
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B.
C.
A.
D.
A. >
C. =
B. <
D. +
A.
1/6
B.
1/3
C.
2/3
D.
5/6
a.
>
b.
<
c.
<
d.
>
cup of sugar,
cup of
c.
b.
d.
and
Answer Key
A. 5/3
1.
B. 5/8
A.
C. 3/5
B.
D. 3/8
C.
D.
3. A. 3/9
4. A. 8/12
B. 9/9
B. 20/40
C. 6/9
C. 5/10
D. 4/9
D. 8/16
5.
6.
7.
__3/5___
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A.
C.
B.
D.
9.
A.
10.
C.
B.
D.
A.
1/6
B.
1/3
C.
2/3
D. 5/6
A. >
C. =
B. <
D. +
a.
>
b.
<
c.
d.
13.
cup of sugar,
<
>
and
and .
Students may draw any diagramcircles, rectangles, or measuring cups to prove their
answers.
14.
a.
c.
Pias
b.
d.
of a
larger than .
Annas
of a
and
16.
is less than ,
17.
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