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Fractions: Chapter Test

20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.

Multiple choice

Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.

Multiple choice 0 / 20 answered
Question 1 of 20
  1. 1

    The segment of a number line from 00 to 11 is divided into 77 equal steps. Which fraction sits at the third mark counting from 00?

    Answer choices for question 1
  2. 2

    What is 411+511\frac{4}{11} + \frac{5}{11}?

    Answer choices for question 2
  3. 3

    Write 507\frac{50}{7} as a mixed number.

    Answer choices for question 3
  4. 4

    Which of these is 3660\frac{36}{60} written in lowest terms?

    Answer choices for question 4
  5. 5

    What is 49×67\frac{4}{9} \times \frac{6}{7}, in lowest terms?

    Answer choices for question 5
  6. 6

    Exactly one of these names no number at all. Which one?

    Answer choices for question 6
  7. 7

    Which statement is true?

    Answer choices for question 7
  8. 8

    Which of these fractions lies between 11 and 22 on the number line?

    Answer choices for question 8
  9. 9

    What is 225×1782\tfrac{2}{5} \times 1\tfrac{7}{8}?

    Answer choices for question 9
  10. 10

    Rewritten with a denominator of 5656, the fraction 58\frac{5}{8} has which numerator?

    Answer choices for question 10
  11. 11

    What is 710+38\frac{7}{10} + \frac{3}{8}?

    Answer choices for question 11
  12. 12

    What is 59÷1027\frac{5}{9} \div \frac{10}{27}?

    Answer choices for question 12
  13. 13

    Which list runs from least to greatest?

    Answer choices for question 13
  14. 14

    Where does 387\frac{38}{7} sit?

    Answer choices for question 14
  15. 15

    What is 14÷7914 \div \frac{7}{9}?

    Answer choices for question 15
  16. 16

    What is 6142566\tfrac{1}{4} - 2\tfrac{5}{6}?

    Answer choices for question 16
  17. 17

    Exactly one of these has a value greater than 58\frac{5}{8}. Which one?

    Answer choices for question 17
  18. 18

    What is 514÷1595\tfrac{1}{4} \div 1\tfrac{5}{9}?

    Answer choices for question 18
  19. 19

    What is 356343 - \frac{5}{6} - \frac{3}{4}?

    Answer choices for question 19
  20. 20

    A container holds 5565\tfrac{5}{6} litres of juice. How many jugs of 712\frac{7}{12} of a litre does it fill?

    Answer choices for question 20

Free response

10 questions in parts, 126 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.

Free response · work it on paper
Question 1 of 10
  1. 1. A box measured in eighths . 12 points. Question 1 of 10.

    A charity collects tins in identical boxes. One box has been filled to 38\frac{3}{8} of its capacity by 99 tins, and every eighth of the box holds the same number of tins as every other eighth.

    1. Part A.

      How many tins does one full box hold? Show what the denominator asks you to do and what the numerator asks you to do.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      A second collection brings in 3333 tins. Write that as a fraction of one full box, in eighths. Say whether the fraction is proper or improper, give the pair of consecutive whole numbers it falls between, and write down the division the bar stands for.

      Carry your own answer forward Use the size of one eighth that follows from your answer to part A, whatever it came to, and work honestly from there.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      A third box of the same capacity is packed in three layers of unequal depth. The packer points at the bottom layer and calls it 13\frac{1}{3} of the box, on the grounds that it is one of the three layers. Explain what naming a fraction requires that this description does not supply, and give a circumstance in which 13\frac{1}{3} would be the right name for that layer.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

  2. 2. Two directions along the same rule . 10 points. Question 2 of 10.

    A workbook page rewrites fractions in both directions: one line replaces a fraction by another with larger numbers, the next by another with smaller ones. The parts below take one job of each kind, and then examine a third rewrite a classmate has proposed.

    1. Part A.

      Write 49\frac{4}{9} as an equivalent fraction with denominator 4545, and state the multiplier you used.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Write 4270\frac{42}{70} in lowest terms using a single division, and state the number you divided by.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      A classmate makes a new fraction from 49\frac{4}{9} by adding 55 to the top and 55 to the bottom, reaching 914\frac{9}{14}, and says it must be the same number because both terms were changed by the same amount. Decide whether 914\frac{9}{14} equals 49\frac{4}{9}, support the decision with a calculation, and say how the building rule differs from what the classmate did.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

  3. 3. There and back again . 12 points. Question 3 of 10.

    An improper fraction and a mixed number are two names for one value. This question runs a conversion in each direction and then looks at two lines from a student's page.

    1. Part A.

      Write 587\frac{58}{7} as a mixed number, showing the division and saying what each of its two results counts.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Convert 6596\tfrac{5}{9} to an improper fraction. Then take your mixed number from part A and convert it back the other way, and say what the pair of calculations shows.

      Carry your own answer forward Convert back whichever mixed number you produced in part A, even if it was not the expected one, and report honestly what you get.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Two lines from a student's page read 659=1196\tfrac{5}{9} = \frac{11}{9} and 587=8258\frac{58}{7} = 8\tfrac{2}{58}. Identify the slip in each line, say what it does to the value, and name what the denominator records that no conversion is allowed to change.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

  4. 4. Two stretches of one lap . 13 points. Question 4 of 10.

    A sponsored walk is measured in laps of a park, and each walker's progress is logged as a fraction of one lap. Before the water stop a walker covers 1112\frac{11}{12} of a lap, and after it a further 58\frac{5}{8} of a lap.

    1. Part A.

      How much of a lap does the walker cover in total? Give the least common denominator you use and the multiplier applied to each fraction.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      By how much does the first stretch exceed the second? Give the answer in lowest terms.

      Carry your own answer forward Reuse the rebuilt fractions you produced in part A, whatever they were, rather than starting the rewriting again.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      A second walker writes the subtraction the other way round, as 581112\frac{5}{8} - \frac{11}{12}, and says it must come to the same thing because a difference is just the gap between two numbers. Work out that subtraction, decide whether the claim holds, and say how the two results are related.

      Carry your own answer forward Compare against whatever difference you reported in part B, and say honestly how the two results are related.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

  5. 5. A reel measured twice . 13 points. Question 5 of 10.

    A hardware shop has 815\frac{8}{15} of a reel of garden wire left on the rack. Wire is sold in two ways: by taking a share of what is on the rack, or by cutting the rack down into fixed short lengths.

    1. Part A.

      A customer buys 56\frac{5}{6} of the wire on the rack. How much of a reel is that? Trim the numbers down before any multiplying happens, and say which pair you divide and by what.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Instead of that sale, the shop cuts the whole rack into short lengths, each 445\frac{4}{45} of a reel. How many such lengths does the rack yield? Show what you turn the division into.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      An assistant does part B by turning the first fraction over instead of the divisor, computing 158×445\frac{15}{8} \times \frac{4}{45}. Work out what that produces, say how it is related to the correct count, and state whether that relationship holds for every such slip or only for these numbers.

      Carry your own answer forward Compare against whatever count you reported in part B, and describe the relationship you actually find between the two numbers.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

  6. 6. Two cuts from the same length of cloth . 14 points. Question 6 of 10.

    A tailor logs fabric in metres, writing every length as a whole number of metres beside a fraction of a metre. Taking a piece off a roll subtracts one such entry from another. The log below records two cuts made from rolls of identical length, and then a line caught part-way through a third calculation.

    1. Part A.

      Two rolls each hold 95129\tfrac{5}{12} metres. From the first roll 3143\tfrac{1}{4} metres are taken, and from the second 3233\tfrac{2}{3} metres. Give what remains on each roll in lowest terms, and state the test that decides whether a whole metre has to be broken open before a cut can be worked.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      A working line further down the log reads 31583\tfrac{15}{8} metres. It was written mid-calculation and is not a finished length. Give the length the line was made from, and say what the 88 records that the working left alone.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      A colleague working the second of the two cuts in part A breaks two whole metres open rather than one, and reports 421124\tfrac{21}{12} metres left on the roll. Decide whether that report is wrong, giving your reason, and say what, if anything, remains to be done to it.

      Carry your own answer forward Judge the colleague's report against the second of the two lengths you reached in part A, whatever it came to.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

  7. 7. Mixture for the moulds . 15 points. Question 7 of 10.

    A small workshop makes soap in moulds. One batch of the mixture comes to 2452\tfrac{4}{5} litres, and the workshop's smallest mould takes 1341\tfrac{3}{4} litres of it.

    1. Part A.

      How much mixture do 3173\tfrac{1}{7} batches make? Give the answer as a mixed number of litres.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    2. Part B.

      How many of the smallest moulds does one batch of 2452\tfrac{4}{5} litres fill? Give the answer as a mixed number and say what its fraction part means here.

      Solve and show your work Write each step out, and end with the value and its units. 5 points

    3. Part C.

      A colleague says the answer to part B can be checked without redoing it, by multiplying it by 1341\tfrac{3}{4}. Carry that check out and explain what makes it a valid check.

      Carry your own answer forward Run the check on whichever count you reported in part B, and say what it returns.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

  8. 8. Five fractions on one line . 13 points. Question 8 of 10.

    Five fractions are to be placed in order on one number line. Three of them are given first and share neither a numerator nor a denominator with each other; the remaining two join them in part B.

    1. Part A.

      Put 57\frac{5}{7}, 34\frac{3}{4} and 1114\frac{11}{14} in order from least to greatest, showing the shared denominator you used.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Two more entries join the list: 06\frac{0}{6} and 1515\frac{15}{15}. Say what number each one is, and write the whole list of five in order from least to greatest.

      Carry your own answer forward Slot the two new entries into whichever order you reached in part A, rather than reordering the first three from scratch.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      A classmate says that 06\frac{0}{6} must be smaller than 04\frac{0}{4}, because sixths are smaller pieces than quarters and both fractions take the same number of them. Decide whether that is right, and state any condition the same-numerator comparison needs before it may be used, saying whether the comparison holds once any such condition is met.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

  9. 9. A page of simplifications . 11 points. Question 9 of 10.

    Three simplifications appear below, taken from one student's page. The first is routine. The other two are built from the same three numbers, 99, 1212 and 99, and only one of those two is legal.

    1. Part A.

      Write 84126\frac{84}{126} in lowest terms using a single division, and state the number you divided by.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      A student simplifies 9+129\frac{9 + 12}{9} by striking out the two nines and reporting 121=12\frac{12}{1} = 12. Work out the correct value, and say what the student's move actually did to the expression.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    3. Part C.

      State what a number must be before it may be divided out of a fraction. Then use your statement to settle both 9×129\frac{9 \times 12}{9} and 9+129\frac{9 + 12}{9}, saying for each whether the nine may be divided out and why.

      Carry your own answer forward Test your statement against the value you found for the sum in part B, whatever it came to, and say whether the two agree.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

  10. 10. One sum, added twice . 13 points. Question 10 of 10.

    Two students add 715+49\frac{7}{15} + \frac{4}{9}. One rewrites both fractions over the least common denominator. The other multiplies the two denominators together and rewrites both over that.

    1. Part A.

      Carry out the first student's calculation. Give the denominator used and the total in lowest terms.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Carry out the second student's calculation as well, all the way to lowest terms. Report the denominator used, the total before simplifying, and the total after.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Before the second student's last division, the two of them hold totals that do not look alike. Decide whether either has gone wrong, explain what settles whether the two totals are the same number, and say what, if anything, the larger denominator cost.

      Carry your own answer forward Compare the two totals you actually produced in parts A and B, and argue from those.

      Justify your claim State the claim, then give the reason it has to be true. 6 points