Name: Class: Date: 1. Julie sewed squares together to make a quilt. The shaded squares show where she used a blue square.

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1 Name: Class: Date: Chapter 6 Practice Test. Julie sewed squares together to make a quilt. The shaded squares show where she used a blue square. What pair of fractions is not equivalent to the part of the quilt with blue squares? and 8 6 and and 6 and 6 8

2 Name:. Joey divides a small garden into 0 equal sections. He plants tulips in 6 of the sections. Which fraction is equivalent to the part of the garden planted with tulips? 5 5. Ann uses three size strips to model. She wants to use 8 size strips to model an equivalent fraction. How many 8 size strips will she need? 6 8

3 Name:. Four friends shared a pizza. The table shows how much of the pizza each person ate. Which friends ate the same amount of pizza? Colin and Wesley Stephanie and Vicki Stephanie and Wesley Colin and Vicki 5. Lizzie walked 8 mile and Billy walked mile. Lizzie says they walked 0 5 the same distance. Do you agree with Lizzie? Explain your answer. 6. Kyle drank cup of apple juice. Which fraction is equivalent to?

4 Name: 7. Nicolette needs yard of fabric. Which fraction is equivalent to? There are 5 marbles in each bag. One of the marbles in each bag is striped. Which two fractions are equivalent to 5? 0, 5 8, 0, 6 8, 5

5 Name: 9. Amy s banana bread recipe calls for cup of brown sugar. She only has a -cup measure. Which equivalent fraction shows the amount of brown 8 sugar she needs for the recipe? 8 cup 8 cup 8 cup 6 8 cup 0. Ben is placing sticker shapes on the border of a picture frame. Write two equivalent fractions for the part that has triangles. Explain how you found the equivalent 5

6 Name:. Jamal made a list of fractions and asked Will to find the fraction written in simplest form. Which fraction should Will choose? In the Jones School Library, 5 of the computers have scanners. In 0 simplest form, what fraction of the computers have scanners? In the school chorus, of the students are fourth graders. In simplest form, what fraction of the students in the school chorus are fourth graders? 6 6 6

7 Name:. Ten of balloons at Jean s party are filled with helium. In simplest form, what fraction of the balloons are filled with helium? There are 6 apples in a basket. Of these apples, are green and the rest are red. Warren says that in simplest form, of the apples are green apples. Do you agree? Support your answer. 6. Elise is doing her homework. She plans to spend hour on math and 6 hour on spelling words. Which of the following is a common denominator for and 6? 0 6 7

8 Name: 7. Miguel walked mile to the library and then 5 mile to the post office. How can he write and 5 as a pair of fractions with a common denominator? 0 and 0 6 and 5 and and Allie jogged for hour on Saturday and for hour on Sunday. Which of the following is a common denominator for and? Jamal helps in the library. He put away of the returned books on Monday and 5 6 of the returned books on Tuesday. Which of the following is a common denominator for and 5 6? 6 9 8

9 Name: 0. Mrs. Peters wants to make at least 8 bags of cookies for the bake sale. She wants of the bags to be chocolate chip cookies and of the bags to be peanut butter cookies. Write an equivalent fraction for each fraction using a common denominator greater than 8. Explain how you found your answer.. Malia is making a bracelet with beads. She wants of the beads to be blue. If the greatest number of beads that will fit on the bracelet is 0, what fraction does not represent the part of the beads on the bracelet that are blue? Liam works in a toy store that sells bags of marbles. He puts 0 marbles in each bag, and of the marbles are striped. If Liam makes bags of 0 marbles, how many striped marbles does he use?

10 Name:. Suzanne arranges flowers at her restaurant. She puts 8 flowers in each vase. Three flowers in each vase are yellow. If Suzanne uses flowers, how many are yellow? 6 9. Every mile along a hiking path there is a water fountain, every mile there is a bench, and every mile there is a marker. Which of the 8 following will be at mile along the path? water fountain, bench, and marker water fountain and marker water fountain and bench bench and marker 5. Sandra is making fruit baskets. She wants of the fruit in each basket to 6 be bananas. If the greatest number of pieces of fruit that will fit in each basket is, what fractions represent the possible ways Sandra can have bananas in the fruit basket? Explain how you found your answer. 0

11 Name: 6. Asa runs 5 mile. Kim runs mile. Which statement is true? 5 > > 5 = 5 < 5 7. Carmen has completed of her math homework. Billy has completed 7 of the same assignment. Which statement correctly compares the fractions? > 7 7 < 7 = < 7

12 Name: 8. James and Ella biked around Eagle Lake. James biked 0 of the distance in an hour. Ella biked of the distance in an hour. Which statement 8 correctly compares the fractions? 0 > 8 8 = 0 0 < 8 8 < 0 9. Suki rode her bike 5 mile. Claire rode her bike mile. Which statement is true? 5 > > 5 = 5 5 <

13 Name: 0. Moira and Courtney went swimming at the local pool. Moira swam mile. Courtney swam mile. Explain how you can use benchmarks or a model to compare the distances that Moira and Courtney swam.. Bill used 8 cup of raisins and cup of banana chips to make a snack. Which statement correctly compares the fractions? 8 > < 8 > 8 = 8. Elaine bought 7 8 pound of potato salad and pound of macaroni salad for a picnic. Which statement correctly compares the fractions? 7 8 > 7 8 < = 7 8 > 7 8

14 Name:. Brad uses cup of milk and cup of yogurt in a recipe. Which statement 8 correctly compares the fractions? < 8 > 8 = 8 8 >. In a parade, of the floats have musicians on them. In the same parade, 6 of the floats have animals on them. Which statement correctly compares the fractions? 6 > 6 < > 6 = 6

15 Name: 5. Juan s mother gave him a recipe for fruit smoothie. Juan says there is more mango in the smoothie than any of the other ingredients. Do you agree? Support your answer by comparing the amount of mango to each of the other ingredients. 5

16 Chapter 6 Practice Test Answer Section. ANS: D PTS: DIF: average REF: Lesson 7: Investigate Equivalent Fractions OBJ: Use models to show equivalent KEY: fractions equivalent fractions. ANS: A PTS: DIF: average REF: Lesson 7: Investigate Equivalent Fractions OBJ: Use models to show equivalent KEY: fractions equivalent fractions. ANS: C PTS: DIF: average REF: Lesson 7: Investigate Equivalent Fractions OBJ: Use models to show equivalent KEY: fractions equivalent fractions

17 . ANS: B PTS: DIF: average REF: Lesson 7: Investigate Equivalent Fractions OBJ: Use models to show equivalent KEY: fractions equivalent fractions 5. ANS: I agree. Possible explanation: an equivalent fraction for 8 0 is and an 5 equivalent fraction for 5 is. So, they both walked the same distance. 5 PTS: DIF: average REF: Lesson 7: Investigate Equivalent Fractions OBJ: Use models to show equivalent KEY: fractions equivalent fractions 6. ANS: C PTS: DIF: average REF: Lesson 8: Generate Equivalent Fractions OBJ: Use multiplication to generate equivalent

18 7. ANS: B PTS: DIF: average REF: Lesson 8: Generate Equivalent Fractions OBJ: Use multiplication to generate equivalent 8. ANS: A PTS: DIF: average REF: Lesson 8: Generate Equivalent Fractions OBJ: Use multiplication to generate equivalent 9. ANS: D PTS: DIF: average REF: Lesson 8: Generate Equivalent Fractions OBJ: Use multiplication to generate equivalent

19 0. ANS: and. Possible explanation: there is triangle sticker out of every stickers, or triangle stickers out of every stickers, so and are equivalent PTS: DIF: average REF: Lesson 8: Generate Equivalent Fractions OBJ: Use multiplication to generate equivalent. ANS: A PTS: DIF: average REF: Lesson 9: Simplest Form OBJ: Write and identify equivalent fractions in simplest form. KEY: equivalent fractions numerator denominator factor common factor simplest form

20 . ANS: C PTS: DIF: average REF: Lesson 9: Simplest Form OBJ: Write and identify equivalent fractions in simplest form. KEY: equivalent fractions numerator denominator factor common factor simplest form. ANS: D PTS: DIF: average REF: Lesson 9: Simplest Form OBJ: Write and identify equivalent fractions in simplest form. KEY: equivalent fractions numerator denominator factor common factor simplest form. ANS: B PTS: DIF: average REF: Lesson 9: Simplest Form OBJ: Write and identify equivalent fractions in simplest form. KEY: equivalent fractions numerator denominator factor common factor simplest form 5

21 5. ANS: Possible answer: I disagree. To simplify, I can divide and 6 by. In 6 simplest form 6 =. is not equal to. PTS: DIF: average REF: Lesson 9: Simplest Form OBJ: Write and identify equivalent fractions in simplest form. KEY: equivalent fractions numerator denominator factor common factor simplest form 6. ANS: B PTS: DIF: average REF: Lesson 50: Common Denominators OBJ: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator. KEY: multiple common multiple common denominator 6

22 7. ANS: D PTS: DIF: average REF: Lesson 50: Common Denominators OBJ: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator. KEY: multiple common multiple common denominator 8. ANS: B PTS: DIF: average REF: Lesson 50: Common Denominators OBJ: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator. KEY: multiple common multiple common denominator 9. ANS: C PTS: DIF: average REF: Lesson 50: Common Denominators OBJ: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator. KEY: multiple common multiple common denominator 7

23 0. ANS: Possible answer: 6 and ; I found a common denominator of and that is greater than 8. Then I found equivalent fractions by multiplying by 6 6 and by. PTS: DIF: average REF: Lesson 50: Common Denominators OBJ: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator. KEY: multiple common multiple common denominator. ANS: A PTS: DIF: average REF: Lesson 5: Problem Solving Find Equivalent Fractions OBJ: Use the strategy make a table to solve problems using equivalent KEY: equivalent fraction 8

24 . ANS: B PTS: DIF: average REF: Lesson 5: Problem Solving Find Equivalent Fractions OBJ: Use the strategy make a table to solve problems using equivalent KEY: equivalent fraction. ANS: C PTS: DIF: average REF: Lesson 5: Problem Solving Find Equivalent Fractions OBJ: Use the strategy make a table to solve problems using equivalent KEY: equivalent fraction. ANS: D PTS: DIF: average REF: Lesson 5: Problem Solving Find Equivalent Fractions OBJ: Use the strategy make a table to solve problems using equivalent KEY: equivalent fraction 9

25 5. ANS: Possible answer: 6,, 8, ; I found equivalent fractions for 6 which have a denominator of or less. PTS: DIF: average REF: Lesson 5: Problem Solving Find Equivalent Fractions OBJ: Use the strategy make a table to solve problems using equivalent KEY: equivalent fraction 6. ANS: B PTS: DIF: average REF: Lesson 5: Compare Fractions Using Benchmarks OBJ: Compare fractions using benchmarks. NAT: C.NF. 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 /. 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. KEY: benchmark 0

26 7. ANS: D PTS: DIF: average REF: Lesson 5: Compare Fractions Using Benchmarks OBJ: Compare fractions using benchmarks. NAT: C.NF. 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 /. 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. KEY: benchmark 8. ANS: C PTS: DIF: average REF: Lesson 5: Compare Fractions Using Benchmarks OBJ: Compare fractions using benchmarks. NAT: C.NF. 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 /. 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. KEY: benchmark 9. ANS: A PTS: DIF: average REF: Lesson 5: Compare Fractions Using Benchmarks OBJ: Compare fractions using benchmarks. NAT: C.NF. 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 /. 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. KEY: benchmark

27 0. ANS: Possible explanation: I can draw two circles and divide one into four equal parts and the other into three equal parts. Then I shade of the first circle and of the second circle. I can see that more of the circle that is divided into fourths is shaded, so >. Moira swam the greater distance. PTS: DIF: average REF: Lesson 5: Compare Fractions Using Benchmarks OBJ: Compare fractions using benchmarks. NAT: C.NF. 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 /. 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. KEY: benchmark. ANS: C PTS: DIF: average REF: Lesson 5: Compare Fractions OBJ: Compare fractions by first writing them as fractions with a common numerator or a common denominator. NAT: C.NF. 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 /. 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.

28 . ANS: A PTS: DIF: average REF: Lesson 5: Compare Fractions OBJ: Compare fractions by first writing them as fractions with a common numerator or a common denominator. NAT: C.NF. 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 /. 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.. ANS: B PTS: DIF: average REF: Lesson 5: Compare Fractions OBJ: Compare fractions by first writing them as fractions with a common numerator or a common denominator. NAT: C.NF. 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 /. 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.. ANS: D PTS: DIF: average REF: Lesson 5: Compare Fractions OBJ: Compare fractions by first writing them as fractions with a common numerator or a common denominator. NAT: C.NF. 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 /. 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.

29 5. ANS: Possible answer: I disagree. Mango to yogurt: < ; mango to milk: > ; mango to pineapple: = 6. There is more yogurt in the fruit smoothie than mango, and the amount of mango and pineapple is the same. PTS: DIF: average REF: Lesson 5: Compare Fractions OBJ: Compare fractions by first writing them as fractions with a common numerator or a common denominator. NAT: C.NF. 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 /. 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.