FRACTIONS+BANK

Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Create equivalent fractions, given a fraction While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Fractions that have the same value are equivalent. Equivalent fractions are formed when a numerator and denominator are multiplied or divided by the same number. Create equivalent fractions by multiplying or dividing the numerator and denominator by the same number. B
 * || [[image:http://www.wikispaces.com/_/2009043000/i/bTR.gif width="8" height="8"]] ||
 * || [[image:http://www.wikispaces.com/i/edit.png width="128" height="37" caption="Edit This Page" link="http://teammath.wikispaces.com/page/edit/Fraction+Bank"]] ** Fraction Weekly Review Bank **
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.4**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **
 * Ans. **
 * Ex. 2 **
 * Part A **

Explain how you found your answer for Part A.
 * Ans. **
 * Part B **

I divided both the numerator and denominator by 2, then by 4, then by 8. ** Questions **  Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc. While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. All numbers may be compared and ordered. Compare and order fractions when they are or are not placed on a number line.
 * Ans.**
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.5**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **
 * Ans.**

D Write these fractions in order from least to greatest.
 * Ex. 2 **

** Questions ** **Question: 7** related to standard [|5.N.5]. From NYSED Assessment: [|Math 5 - March 2006]. Abigail, Ryan, and Dale read the same book. Abigail reads 1/4 of the book. Ryan reads 1/10 of the book. Dale reads 1/5 of the book. What is the order of the fractions from greatest to least? || A. || ||  Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Compare fractions using <, >, or = While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. All numbers can be compared and ordered. Correctly use the inequality symbols when comparing fractions. Fractions can be compared by placing them on a number line or by rewriting them with the same denominator.
 * Ans. **
 * B. || ||
 * C. || ||
 * D. || ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.9**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1**

Which symbol makes the sentence true?


 * Ans.**

B
 * Ex. 2**

Which symbol makes the sentence true?


 * Ans.**

F
 * Ex. 3**

Below are the weights of three packages to be shipped:


 * Part A**

Order these weights from least to greatest. using <.


 * Ans.**


 * Part B**

Use what you know about comparing fractions to explain how you found your answer for Part A
 * Ans. **
 * OR **

** Questions ** **Question: 20** From Assessment **Math 5 Mar 2008** Which fraction belongs in the box below to make the statement true?


 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||

Devon is practicing writing fractions on a number line. Which number line shows the fractions in the correct locations?  Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Calculate multiples of a whole number and the least common multiple of two numbers While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. One characteristic of a number is its multiples. There is no end to the multiples of a number. Two numbers will always have multiples in common. Determine the multiples of any given number. Find the smallest number that is a multiple of a pair of numbers (least common multiple) by listing the multiples of the given numbers.
 * Question: 26** From Assessment **Math 5 - Jan 2007**
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.13**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1**

List the first six multiples of 4, beginning with 4.
 * Ans.**

4, 8, 12, 16, 20, 24
 * Ex. 2**

What is the least common multiple of 6 and 8?
 * Ans.**

24
 * Ex. 3**

Anita waters her begonia plant every 3 days. She waters her geranium plant every 2 days. If she waters both plants today, how many days will pass before she waters them on the same day again?
 * Ans.**

6 days
 * Ex. 4**

The music teacher can divide the members of the chorus into equal groups of 8 or 10 with no students left over.


 * Part A**

What is the smallest possible number of students who could be in the chorus?
 * Ans.**


 * Part A**

40 students
 * Part B**

Use words and/or numbers to explain how you found the answer for Part A and why you took the steps you did.
 * Ans.**

I decided I needed to find the multiples of 8 and 10 and then find the smallest one that they had in common. 8: 8, 16, 24, 32, __40__, 48, 56 10: 10, 20, 30, __40__

Questions What is the least common multiple (LCM) of 8 and 10 ?  Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Identify the factors of a given number While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. One characteristic of a number is its factors. Each number has an exact number of factors. Determine all the factors of any given number.
 * Question: 25** From Assessment **Math 5 - Jan 2007**
 * A. || 2 ||
 * B. |||||| 18 ||
 * C. |||| 40 ||
 * D. |||| 80 ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.14**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * NOTE:**

An organized listing in pairs beginning with 1 and the number may prevent missing factors from the list. Using the divisibility rules for 2, 3, 4, 5, 6, 7, 8, 9, 10 and 12 will also help in making sure the list of factors is complete. Ex: __12:__ 1, 2, 3, 5, 6, 12 __36:__ 1, 2, 3, 4, 6, 9, 12, 18,36 1 x 12 1 x 36 2 x 6 2 x 18 3 x 4 3 x 12 4 x 9 6 x 6 **Application(s):**
 * Ex.**

List all of the fist factors of 24. 1, 2, 3, 4, 6, 8, 12, 24 Questions **Question: 3** From Assessment **Math 5 - Jan 2007** Which list of numbers shows all the factors of 36 ?  Content Strand: Number Sense and Operations Band: Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Find the common factors and the greatest common factor of two numbers While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. A pair of numbers will always have factors in common, even if the only common factor is one. Determine all the factors of each given number. Find the common factors and identify the greatest common factor (GCF).
 * Ans. **
 * A. || 0, 1, 2, 3, 4, 6, 9, 12, 18 ||
 * B. |||||| 1, 2, 3, 4, 6, 9, 12, 18, 36 ||
 * C. |||| 0, 1, 2, 3, 4, 6, 9, 12, 18, 36 ||
 * D. |||| 1, 2, 3, 4, 6, 9, 12, 18, 36, 72 ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.15**
 * Band in Grade 5:** Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1**

List all of the factors of 12 and 18. Which are the common factors? Show your work.
 * Ans.**

12: 1, 2, 3, 4, 6, 12 18: 1, 2, 3, 6, 9, 18 Common Factors of 12 and 18:1, 2, 3, 6
 * Ex. 2**

What is the greatest common factor of 32 and 48? 16 Questions What is the greatest common factor (GCF) of 9 and 36 ?  Content Strand: Number Sense and Operations Band: Students will understand meanings of operations and procedures, and how they relate to one another. Simplify fractions to lowest terms While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Fractions have different representations for the same amount. When the numerator and denominator have a greatest common factor of one, the fraction is simplified to lowest terms. Simplify fractions to lowest terms by dividing the numerator and denominator by their greatest common factor.
 * Ans. **
 * Question: 11** From Assessment **Math 5 - Jan 2007**
 * A. |||| 3 ||
 * B. |||| 9 ||
 * C. |||| 18 ||
 * D. |||| 36 ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.19**
 * Band in Grade 5:** Students will understand meanings of operations and procedures, and how they relate to one another.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **


 * Ans**.


 * Ex. 2 **
 * Ans.**

A
 * Ex. 3 **

**Ans.**

H ** Questions ** **Question: 4** From Assessment **Math 5 Mar 2008** An apple orchard has 30 rows of apple trees, and each row has 20 trees. What is the total number of apple trees in the orchard?
 * A. |||| 50 ||
 * B. |||| 60 ||
 * C. |||| 500 ||
 * D. |||| 600 ||

**Question: 13** From Assessment **Math 5 - Jan 2007** A history club goes on a field trip to a museum. If the price of a student ticket is $13.00, what is the total ticket cost for 24 students?
 * A. |||| $312.00 ||
 * B. |||| $302.00 ||
 * C. |||| $96.00 ||
 * D. |||| $37.00 ||

**Question: 6** From Assessment **Math 5 - March 2006** There are 40 students on a bus. Of these students, 24 are girls. What fraction of the students are girls? Simplify the fraction to lowest terms.
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||

Kenisha’s dog ate 15/20 of a bag of dog food last week. What is 15/20 in simplest form?  Content Strand: Number Sense and Operations Band: Students will understand meanings of operations and procedures, and how they relate to one another. Convert improper fractions to mixed numbers, and mixed numbers to improper fractions While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Numbers have different representations for the same amount. Change a mixed number to an improper fraction. Change an improper fraction to a mixed number.
 * Question: 13** From Assessment **Math 5 - March 2006**
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.20**
 * Band in Grade 5:** Students will understand meanings of operations and procedures, and how they relate to one another.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **


 * Ans.**

C
 * Ex. 2 **
 * Part A **
 * Ans. **
 * Part B **
 * Ans. **

Questions
 * Question: 25** From Assessment **Math 5 Mar 2008**
 * What improper fraction is equivalent to 2 || 3 || ? ||
 * ^  || 5 ||^   ||
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||

What mixed number equals 7/4 ? || || || ||
 * Question: 19** From Assessment **Math 5 - Jan 2007**
 * A. ||||  || 4 || __ 3 __ ||
 * 4 || ||
 * B. ||||  || 4 || __ 1 __ ||
 * ^  || 4 || ||
 * C. ||||  || 3 || __ 1 __ ||
 * ^  || 4 || ||
 * D. ||||  || 1 || __ 3 __ ||
 * 4 || ||

**Question: 18** From Assessment **Math 5 - March 2006** Jen and Eric cleaned the kitchen floor together. Jen cleaned 2/7 of the floor, and Eric cleaned 3/7 of the floor. How much of the floor did they clean in all?  Content Strand: Number Sense and Operations Band: Students will understand meanings of operations and procedures, and how they relate to one another. Use a variety of strategies to add and subtract fractions with like denominators While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Only like terms can be added or subtracted. Add and subtract fractions with like denominators by adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line. A What fraction of the pizza did they eat together? Draw a picture to represent this problem. Then explain in words how the picture represents the problem. The pizza was cut into 8 pieces. Jackie ate 2 of the 8 pieces and Tony ate 3 of the 8 pieces. Altogether they ate 5 of the 8 pieces.
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.21**
 * Band in Grade 5:** Students will understand meanings of operations and procedures, and how they relate to one another.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **
 * Ans. **
 * Ex. 2 **
 * Part A **
 * Ans. **
 * Part B **
 * Ans. **
 * Ex. 2 **
 * Ans. **

Questions Sarah and Andy are filling a fish tank with water. Sarah fills 1/5 of the tank. Then Andy fills 2/5 of the tank. How much of the tank have they filled in all? 25 || 10 || 5 || 5 ||  Content Strand: Number Sense and Operations Band: Students will understand meanings of operations and procedures, and how they relate to one another. Add and subtract mixed numbers with like denominators While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. Only like terms can be added or subtracted. Add and subtract mixed numbers with like denominators by adding or subtracting the whole numbers, then adding or subtracting the numerators and preserving the denominators, drawing a picture, using a number line. A
 * Question: 1** From Assessment **Math 5 - Jan 2007**
 * A. |||| __2__
 * B. |||| __3__
 * C. |||| __2__
 * D. |||| __3__
 * New York State Learning Standards for Mathematics **
 * Performance Indicator: 5.N.22**
 * Band in Grade 5:** Students will understand meanings of operations and procedures, and how they relate to one another.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1 **
 * Ans. **
 * Ex. 2 **


 * Ans.**

F How many cantaloupes did Sammy and her friends eat all together? 3 cantaloupes
 * Ex. 3 **
 * Part A **
 * Ans. **
 * Part B**

Use words and/or numbers to explain how you found your answer.
 * Ans. **

Questions
 * Question: 13** From Assessment **Math 5 Mar 2008**
 * Jolene rode her bike 1 || 3 || miles to a friend’s house and then 3 || 1 || more miles to the library. What is the total distance, in miles, that Jolene rode her bike? ||
 * ^  || 4 || 4 ||^   ||^   ||
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||

Kwan had 16 3/4 inches of wire. He cut off 4 2/4 inches of wire to use in a craft project. How much wire does Kwan have left?
 * Question: 14** From Assessment **Math 5 - March 2006**
 * A. || ||
 * B. || ||
 * C. || ||
 * D. || ||

 **New York** **State Learning Standards for Mathematics** Content Strand: Number Sense and Operations Band: Students will compute accurately and make reasonable estimates. Estimate sums and differences of fractions with like denominators While on this page, you have the opportunity to explore a variety of relevant materials such as “Related Questions” and “Resources.” Look to the far right of the screen to find these options. In the grey area are additional Performance Indicators. Click on any of the blue links to examine. An estimate is not an exact answer. Sometimes an exact answer is not needed. Estimate sums and differences by rounding the fractions to the nearest whole number. Add or subtract the rounded amounts.
 * Performance Indicator: 5.N.25**
 * Band in Grade 5:** Students will compute accurately and make reasonable estimates.
 * Students will understand:**
 * Students will be able to:**
 * Application(s):**
 * Ex. 1**

B
 * A** 0 **B** 1 **C** 2 **D** 3
 * Ans. **
 * Ex. 2**

7 miles
 * Ans.**

Questions Lisa bought a bracelet for $3.25, including tax. If she gave the cashier $5.00, how much change did she receive?
 * Question: 8** From Assessment **Math 5 Mar 2008**
 * A. |||| $1.25 ||
 * B. |||| $1.75 ||
 * C. |||| $2.25 ||
 * D. |||| $2.75 ||