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Name: ________________________
Class: ___________________
Date: __________
ID: A
4th Grade Mini-MAFS 6 (to be used after Lesson 6.8)
MAFS.4.NF.1.1, MAFS.4.NF.1.2
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1
2
1
of a fruit bar. Suri eats of a fruit bar. Akito thinks he ate
5
2
more and Suri says she ate more. Which statement is correct?
Akito eats
2 1
> because fifths are bigger than halves.
5 2
A
Akito is correct.
B
They ate the same amount of the fruit bar.
1 2
= because the
2 5
area models for
1
2
and are equivalent.
2
5
C
Akito is correct.
1 2
2
< because
has a larger numerator.
2 5
5
D
Suri is correct.
1 2
> because halves are bigger than fifths.
2 5
1
Name: ________________________
____
____
2
3
ID: A
1
of the squares
2
to be blue. What fraction does not represent the part of the fabric squares
on the blanket that are blue?
Sasha is making a quilt with squares of fabric. She wants
A
C
B
D
Which fractions are equivalent to
1
?
4
A
2 4
,
6 100
C
2 3
,
6 100
B
2 25
,
8 100
D
2 50
,
8 100
2
Name: ________________________
____
____
____
4
5
6
ID: A
6
80
of a meter of beaded trim and
of a meter of leather
5
100
trim on her backpack. Which statement correctly compares the fractions?
Magda glued
A
80
6
=
100 5
C
6
80
>
5 100
B
6
80
<
5 100
D
80
6
>
100 5
1
6
of the members wear blue robes and
wear red robes.
3
12
Which statement correctly compares the fractions?
In a choir,
A
6
1
=
12 3
C
1
6
>
3 12
B
6
1
<
12 3
D
1
6
<
3 12
1
of a
3
2
1
foot long to make a flower stem that is of a foot. She wants to use foot
3
6
1
craft sticks to make a second stem of the same length. How many foot
6
craft sticks will she need?
For her art project, Michaela glues together two craft sticks that are
A
B
C
D
2
3
4
6
3
Name: ________________________
____
____
7
8
ID: A
Kayla divides a sandbox into 10 equal sections. She builds sand castles in
8 of the sections. Which fraction is equivalent to the part of the sandbox
with sand castles?
A
4
5
C
1
2
B
3
4
D
2
5
Four friends are decorating a banner. The table shows how much of the
banner each person decorated. Which friends decorated the same amount
of the banner?
Name
Shirley
Banner Decorated
1
3
1
8
2
12
2
6
Pedro
Natasha
Arnold
A
B
C
D
Shirley and Arnold
Pedro and Arnold
Arnold and Dawn
Dawn and Pedro
4
Name: ________________________
____
____
____
9
10
11
ID: A
3
cup of flour. Which equivalent
4
fraction shows the amount of flour she needs for the recipe?
Ashley’s pumpkin bread recipe calls for
A
2
cup
8
C
4
cup
8
B
3
cup
8
D
6
cup
8
9
6
cup of milk and cup of cream to make a sauce. Which
8
4
statement correctly compares the fractions?
Sharon mixed
A
6 9
>
4 8
C
9 6
>
8 4
B
6 9
<
4 8
D
9 6
=
8 4
1
2
of his grandfather’s lawn. Claire mowed
of the same
4
12
lawn. Which statement is true?
Eric mowed
A
1
2
>
4 12
C
2
1
=
12 4
B
1
2
<
4 12
D
2
1
>
12 4
5
Name: ________________________
____
12
ID: A
Lori and Sintora biked around Lester Field. Lori biked
60
of the distance
100
4
of the distance in an hour. Which statement
4
correctly compares the fractions and explains why?
in an hour. Sintora biked
A
B
C
D
60
4
4
60
> , because is equivalent to one whole and
is
100 4
4
100
more than one whole.
4
60
=
, because both are equivalent to one whole.
4 100
4
60
<
, because you can find a common denominator and
4 100
4
60
compare
and
.
4
100
4
60
4
60
>
, because is equivalent to one whole and
is
4 100
4
100
less than one whole.
6
ID: A
4th Grade Mini-MAFS 6 (to be used after Lesson 6.8)
MAFS.4.NF.1.1, MAFS.4.NF.1.2
Answer Section
MULTIPLE CHOICE
1
2
3
4
ANS: D
PTS: 1
DIF: average
REF: Lesson 6.6: Compare Fractions Using Benchmarks
OBJ: Compare fractions using benchmarks.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 3
NOT: Number and Operations - Fractions
ANS: B
PTS: 1
DIF: average
REF: Lesson 6.5: Problem Solving • Find Equivalent Fractions
OBJ: Use the strategy make a table to solve problems using equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 1
NOT: Number and Operations - Fractions
ANS: B
PTS: 1
DIF: average
REF: Lesson 6.2: Generate Equivalent Fractions
OBJ: Use multiplication to generate equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
ANS: C
PTS: 1
DIF: average
REF: Lesson 6.7: Compare Fractions
OBJ: Compare fractions by first writing them as fractions with a common numerator or a common
denominator.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
1
ID: A
5
6
7
8
9
ANS: D
PTS: 1
DIF: average
REF: Lesson 6.7: Compare Fractions
OBJ: Compare fractions by first writing them as fractions with a common numerator or a common
denominator.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
ANS: C
PTS: 1
DIF: average
REF: Lesson 6.1: Investigate • Equivalent Fractions
OBJ: Use models to show equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
ANS: A
PTS: 1
DIF: average
REF: Lesson 6.1: Investigate • Equivalent Fractions
OBJ: Use models to show equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 1
NOT: Number and Operations - Fractions
ANS: A
PTS: 1
DIF: average
REF: Lesson 6.1: Investigate • Equivalent Fractions
OBJ: Use models to show equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
ANS: D
PTS: 1
DIF: average
REF: Lesson 6.2: Generate Equivalent Fractions
OBJ: Use multiplication to generate equivalent fractions.
NAT: MACC.4.NF.1.1 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 the principle to recognize and generate equivalent
fractions.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
2
ID: A
10 ANS: A
PTS: 1
DIF: average
REF: Lesson 6.7: Compare Fractions
OBJ: Compare fractions by first writing them as fractions with a common numerator or a common
denominator.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
11 ANS: A
PTS: 1
DIF: average
REF: Lesson 6.6: Compare Fractions Using Benchmarks
OBJ: Compare fractions using benchmarks.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 2
NOT: Number and Operations - Fractions
12 ANS: D
PTS: 1
DIF: average
REF: Lesson 6.6: Compare Fractions Using Benchmarks
OBJ: Compare fractions using benchmarks.
NAT: MACC.4.NF.1.2 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.
TOP: Extend understanding of fraction equivalence and ordering.
MSC: DOK 3
NOT: Number and Operations - Fractions
3