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.
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.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
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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 of its capacity by tins, and every eighth of the box holds the same number of tins as every other eighth.
- 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
- Part B.
A second collection brings in 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
- 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 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 would be the right name for that layer.
Explain why it works A sentence or two. Reasons, not steps. 4 points
The answer
Part A
One full box holds tins.
- tins, whether reached as or by noting that eighths is of the tins
Part B
of a box, an improper fraction lying between and . The bar stands for .
Part C
A fraction names equal parts of a whole, and three layers of unequal depth are not equal, so being one of three pieces does not establish the name. The description fails to prove it rather than to disprove it. The layer would be if all three layers were equal, or if it were measured and found to hold a third of the tins.
Worked solution
Part A
The numerator says the tins are three equal eighths, so undo that count first to find one eighth.
The denominator says a full box is eight of those equal parts.
Part B
One eighth of a box is tins, so count how many eighths the tins make.
The numerator is larger than the denominator, so the fraction is improper. Eight eighths make and sixteen eighths make , and sits between and , so the value lies between and . The bar is a division sign, so .
Part C
The denominator does two jobs at once: it counts the pieces the whole was cut into and, by doing so, fixes how big each piece is. That second job only works when the pieces are equal.
Three layers of unequal depth are three pieces, but they are not three equal pieces, so "it is one of the three layers" is not a reason for calling it a third. The packer's argument is what fails.
That is not the same as saying the layer is not a third. Equal layers would settle the name, but they are not the only thing that could. Three layers of , and of a box fill it exactly, no two of them are equal, and the first is still exactly one third.
So there are two honest ways to earn the name here: repack so that all three layers hold the same amount, tins each in a box of ; or measure this layer and find it holds of the tins. What cannot earn it is counting the layers.
Watch out. "One of three" and "one third" are different claims. The first is a count of pieces; the second is a measurement, and a measurement needs a fixed unit.
In one line
A full box holds tins, since tins in one eighth and . The second collection of tins is eighths, that is of a box, an improper fraction lying between and , and the bar stands for . The packer's reason is what fails: a fraction names equal parts of a whole, and three layers of unequal depth give three pieces but not three equal ones, so counting the layers cannot earn the name. That does not settle the layer's size either way; unequal layers of , and of a box fill it exactly and the first is still a third. The name would be right if all three layers held the same amount, tins each, or if this layer were measured at of the tins.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Divides by the numerator to find the size of one part and multiplies by the denominator to rebuild the whole, rather than the other way round. . Worth 2 points.
Reports the result as a number of tins in one full box. . Worth 1 point.
Part B 5 points
Counts the tins in eighths of a box and writes the count over the denominator . . Worth 2 points.
Classifies the fraction by comparing numerator with denominator and names the two consecutive whole numbers it falls between. . Worth 2 points.
Writes the fraction as a division with the numerator divided by the denominator, in that order. . Worth 1 point.
Part C 4 points
Names the equal-parts requirement as what the packer's reasoning is missing, and ties it to the job the denominator does in fixing the size of a part. . Worth 3 points. needs an explanation, not just an answer
Gives a circumstance under which the name would be correct, either three equal layers or this layer measured at a third of the box. . Worth 1 point.
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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.
- Part A.
Write as an equivalent fraction with denominator , and state the multiplier you used.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Write 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
- Part C.
A classmate makes a new fraction from by adding to the top and to the bottom, reaching , and says it must be the same number because both terms were changed by the same amount. Decide whether equals , 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
The answer
Part A
, using the multiplier .
- , with or without the multiplier left showing as
Part B
, dividing both terms by .
Part C
They are not equal: the cross products and differ. Multiplying both terms by one number cuts every part into that many pieces and counts that many more, leaving the amount alone. Adding matches no such re-cutting, and moves the value whenever the two terms differ.
Worked solution
Part A
Ask what the old denominator was multiplied by to reach the new one, then do the same on top.
Watch out. Writing changes the denominator without paying for it on top. That is a different number, one fifth of the one asked for.
Part B
One division is enough when the number you divide by is the greatest common factor. The factors shared by and are , , and .
Check that nothing is left: and share no factor above , so the fraction is finished.
Part C
Settle the equality first, with cross products.
The two products differ, so the fractions are not equal. Rewriting both over says the same thing: and , so the classmate's fraction is the larger.
The reason the building rule works is that multiplying by describes an action on the picture: each of the parts becomes smaller pieces, so the whole holds of them, and each of the shaded parts becomes pieces, so are shaded. Nothing was added or removed, only cut lines drawn. Adding to each term describes no such action: it does not cut the parts, it invents five more of them on top and five more underneath, and the shaded share changes.
Watch out. "The same change to both" is not the test. The test is whether the change is one the picture can perform, and only multiplying and dividing are.
In one line
, using the multiplier on both terms, and after one division by the greatest common factor . The classmate is wrong: but , so is not . Multiplying both terms by the same number cuts every part into that many equal pieces and counts that many more of them, which leaves the amount exactly where it was; adding the same number to both matches no cutting at all, and moves the value whenever the two terms differ.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Identifies the multiplier from the two denominators and applies that same multiplier to the numerator. . Worth 2 points.
Reports the equivalent fraction and names the multiplier used. . Worth 1 point.
Part B 3 points
Divides the numerator and the denominator by the same number, and by the greatest of their common factors so that one division suffices. . Worth 2 points.
Confirms the result has no common factor above left, so it is in lowest terms. . Worth 1 point.
Part C 4 points
Rejects the equality and supports it with a calculation, either the two cross products or the two fractions rewritten over a shared denominator. . Worth 2 points. needs an explanation, not just an answer
Explains that multiplying both terms by the same number corresponds to cutting each part into equal pieces, and that adding corresponds to no such re-cutting. . Worth 2 points. needs an explanation, not just an answer
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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.
- Part A.
Write 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
- Part B.
Convert 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
- Part C.
Two lines from a student's page read and . 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
The answer
Part A
. The quotient counts complete wholes and the remainder counts the sevenths left over.
Part B
, and converting back gives over , that is again. The two conversions undo each other.
Part C
The first line adds where the conversion multiplies, collapsing to . The second puts the remainder over the numerator, shrinking to . The denominator records the size of a piece, which no conversion re-cuts.
Worked solution
Part A
The bar is a division, so divide the numerator by the denominator and keep the remainder.
Seven sevenths fill one whole, so counts the whole units and counts the sevenths that could not make another one. A remainder is always below the divisor, so the fraction part is proper.
Part B
A mixed number is a sum, so write the whole number over the same denominator and add.
Running the same shortcut on part A's answer returns the fraction it came from.
Part C
First line. The shortcut is multiply then add, because each whole is and six wholes are ninths, not ninths.
Since is only a little above , the slip has thrown away , that is five and a third wholes.
Second line. The remainder counts leftover pieces, and the pieces are sevenths, so it belongs over .
Two fifty-eighths is far smaller than two sevenths, so this report falls short of the true value.
Both slips break the same thing. The denominator names the size of one piece, and converting between the two forms only regroups pieces into wholes or breaks wholes back into pieces. No piece is ever re-cut, so the denominator is the one number that must survive both directions untouched.
In one line
, where the quotient counts complete wholes and the remainder counts leftover sevenths, and . Converting back gives over , so the two conversions undo each other. The student's first line adds where the conversion multiplies, collapsing a value near down to ; the second writes the remainder over the numerator, shrinking to . The denominator names the size of one piece, and neither direction of the conversion re-cuts a piece, so the denominator must survive both untouched.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Divides numerator by denominator and reports both the quotient and the remainder. . Worth 2 points.
Says which result counts whole units and which counts the leftover pieces, naming the pieces by the denominator. . Worth 1 point.
Part B 4 points
Multiplies the whole number by the denominator and adds the numerator, keeping the denominator unchanged. . Worth 2 points.
Carries out the return conversion and states that the two conversions reverse each other. . Worth 2 points.
Part C 5 points
Identifies the first slip as adding where the conversion multiplies, and gives the correct improper fraction. . Worth 2 points.
Identifies the second slip as writing the remainder over the numerator rather than the denominator, and says which way it moves the value. . Worth 2 points.
States that the denominator fixes the size of a piece and that neither conversion re-cuts the pieces, so it cannot change. . Worth 1 point. needs an explanation, not just an answer
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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 of a lap, and after it a further of a lap.
- 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
- 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
- Part C.
A second walker writes the subtraction the other way round, as , 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
The answer
Part A
of a lap, over the least common denominator , with multiplier on and multiplier on .
- of a lap, or the same amount written as the mixed number laps
Part B
The first stretch is longer by of a lap.
Part C
, so the claim does not hold. The two results share the same distance from zero, of a lap, and differ in sign: reversing a subtraction gives the opposite, because subtraction is not commutative.
Worked solution
Part A
Twelfths and eighths are different sizes, so rebuild both over a shared size. The least common multiple of and is .
Now every piece is a twenty-fourth, so count them.
Since is prime and does not divide , the fraction is already in lowest terms. It is improper, which fits: the walker has passed one full lap.
Watch out. Adding the denominators too, as , returns less than the first stretch on its own, which no total of two positive lengths can be.
Part B
The rebuilds from part A serve here too, since the pieces have to match for a subtraction just as they do for an addition.
Since and share no factor above , the answer is finished.
Part C
Rebuild over again and subtract in the order written.
The like-denominator rule sends the whole question down to the numerators, and is a subtraction of whole numbers that lands to the left of zero.
So the walker is half right. The gap between the two stretches is of a lap either way, and that is what "how far apart" means. But a subtraction reports a signed change, not a bare gap, and reversing the order flips its sign, since is the opposite of for any and .
Watch out. The two are equal only when the two fractions are equal, in which case both differences are .
In one line
Over the least common denominator the two stretches are and , so the walker covers of a lap in total and the first stretch exceeds the second by of a lap. Written the other way round the subtraction gives , so the second walker's claim fails. The two results are the same distance from zero and opposite in sign, because a subtraction reports a signed change and reversing its order gives the opposite.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Finds a common denominator and rebuilds each fraction over it by multiplying top and bottom by the same number. . Worth 2 points.
Adds the numerators over the shared denominator and checks the result for a remaining common factor. . Worth 2 points.
Reports the total as a fraction of a lap. . Worth 1 point.
Part B 3 points
Subtracts the numerators over the common denominator, keeping the denominator fixed. . Worth 2 points.
Reports the difference in lowest terms as a fraction of a lap. . Worth 1 point.
Part C 5 points
Carries out the reversed subtraction over a common denominator and reports the signed result. . Worth 2 points.
Rejects the claim and separates the distance between the two stretches from the sign a subtraction carries, noting that reversing the order gives the opposite. . Worth 3 points. needs an explanation, not just an answer
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5. A reel measured twice . 13 points. Question 5 of 10.
A hardware shop has 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.
- Part A.
A customer buys 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
- Part B.
Instead of that sale, the shop cuts the whole rack into short lengths, each 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
- Part C.
An assistant does part B by turning the first fraction over instead of the divisor, computing . 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
The answer
Part A
of a reel, cancelling the against the by and the against the by .
- of a reel, whether the trimming happens before the multiplication or after it
Part B
The rack yields short lengths.
Part C
It produces , the reciprocal of the correct count . The relationship always holds: flipping the first fraction gives where the correct quotient is , so one is the reciprocal of the other whenever none of the four numbers is zero.
Worked solution
Part A
"Of" is a multiplication, so the purchase is of . Once the product is written as one fraction, any numerator may be cancelled against any denominator, whichever fraction each came from.
Divide the and the by , leaving and . Divide the and the by , leaving and .
The long way agrees: multiplying straight across gives , and dividing top and bottom by their greatest common factor gives .
Part B
"How many of these fit into that" is a division, and dividing by a fraction is multiplying by its reciprocal.
Cancel the into the and the into the .
The count is above , which is what dividing by a length below one whole reel has to give.
Part C
Work the assistant's line out.
That is the reciprocal of , and it is not an accident of these numbers. Write the two calculations in general letters.
The second is the first with its numerator and denominator swapped, so it is always the reciprocal of the correct quotient. Four numbers have to be nonzero for that sentence to mean anything, and each for its own reason: and because they are denominators, because dividing by is dividing by zero otherwise, and because turning over puts underneath. That last one is also what gives the correct quotient a reciprocal to be.
Watch out. A reciprocal-shaped answer is a useful alarm. A count of pieces that comes out below , when the pieces are smaller than the amount being cut up, is worth rechecking before it is written down.
In one line
The customer's share is of a reel, cancelling the against the and the against the before multiplying. Cut into lengths of of a reel instead, the rack yields lengths. The assistant's line gives , the reciprocal of , and that is always what flipping the first fraction does: it produces where the correct quotient is , provided none of the four numbers is zero.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Reads the share as a multiplication and cancels only numerator against denominator, taken from either fraction. . Worth 2 points.
Multiplies the remaining tops and bottoms and reports the amount as a fraction of a reel in lowest terms. . Worth 2 points.
Part B 4 points
Sets the calculation up as the rack divided by one short length and rewrites it as a multiplication by the reciprocal of the divisor. . Worth 2 points.
Completes the multiplication and reports the result as a count of short lengths rather than a fraction of a reel. . Worth 2 points.
Part C 5 points
Evaluates the assistant's line correctly and names its relationship to the correct count. . Worth 2 points.
Argues that the slip returns the reciprocal every time rather than only for these numbers, by showing the two routes build the same two products and simply exchange which one goes underneath. General letters are one route to that; an argument in words that identifies the same exchange earns the same credit. . Worth 2 points. needs an explanation, not just an answer
States the condition the argument needs, that none of the four numbers involved is zero. . Worth 1 point.
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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.
- Part A.
Two rolls each hold metres. From the first roll metres are taken, and from the second 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
- Part B.
A working line further down the log reads metres. It was written mid-calculation and is not a finished length. Give the length the line was made from, and say what the 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
- Part C.
A colleague working the second of the two cuts in part A breaks two whole metres open rather than one, and reports 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
The answer
Part A
metres and metres. Over a common denominator, a whole must be broken open exactly when the piece removed is the larger of the two fractions.
- and , in either order of presentation, provided each is matched to the roll it came from
Part B
metres. The records the size of one piece, an eighth of a metre, and the broken metre was only counted out in those same pieces, so nothing was re-cut.
Part C
The length is right, since is the same amount as , but the form is not a mixed number: a mixed number pairs a whole number with a proper fraction, and is improper. What remains is to convert it to and carry that whole across, giving .
Worked solution
Part A
Put both fraction parts over the least common denominator before looking at either cut.
First roll. Five twelfths covers three twelfths, so the columns run as they stand.
Second roll. Five twelfths does not cover eight twelfths, so one whole metre is broken open and counted out as .
So what decides it is a comparison, not the size of the numbers: break a whole open exactly when the piece being removed exceeds the piece already there. Should the two be equal, nothing is broken open and the answer has no fraction part at all.
Part B
The fraction part here is bigger than one whole, so the line cannot be a finished length: a mixed number carries a proper fraction. What has happened is that a whole metre has moved across, counted out over the denominator already in use.
So undo the move by handing that whole back to the whole-number part.
Check both lines against a single fraction, and they agree.
Through all of it the never moves. It names the size of one piece, an eighth of a metre, and breaking a whole metre open re-cuts nothing; it only counts that metre out in pieces the calculation was already using.
Part C
Check the length before the shape.
The two agree, so no fabric has been miscounted. Opening a second whole metre puts one extra whole into the fraction part and removes that same whole from the whole-number part, and those two changes cancel.
What is wrong is the form. A mixed number is a whole number beside a proper fraction, and is improper, so the report is a sum wearing mixed-number clothing rather than a mixed number.
The repair is one carry.
Watch out. A fraction part that has reached one whole is the signal that a carry is still owed, whichever route produced it.
In one line
Over the least common denominator , the first roll gives metres with nothing broken open, and the second gives metres, which needs a whole metre opened as . A whole has to be opened exactly when the piece being removed exceeds the piece already there, and when the two match, nothing is opened. The working line was made from metres, both being , and its names the size of one piece, which the move left alone. The colleague's carries the right length, both it and being , but it is not yet a mixed number, because the fraction part must be proper. Converting to and carrying the whole finishes it.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Puts both fraction parts over a common denominator and compares them before deciding how each cut proceeds. . Worth 2 points.
Breaks a whole open in the cut that needs it and leaves the other alone, then reduces each fraction part to lowest terms. . Worth 2 points.
Reports both remaining lengths in metres. . Worth 1 point.
Part B 5 points
Reads the line as a whole metre already moved across, counted out over the denominator in use. . Worth 1 point.
Hands that whole back to recover the original length, and shows the two lines name one number. . Worth 3 points.
Reports the recovered length in metres and says what its denominator records. . Worth 1 point.
Part C 4 points
Separates the length from the form, confirming the amount is right by comparing the two as single fractions or by adding the parts. . Worth 2 points. needs an explanation, not just an answer
Names the requirement that a mixed number's fraction part be proper, and gives the conversion and the carry as the step that remains. . Worth 2 points.
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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 litres, and the workshop's smallest mould takes litres of it.
- Part A.
How much mixture do 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
- Part B.
How many of the smallest moulds does one batch of 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
- Part C.
A colleague says the answer to part B can be checked without redoing it, by multiplying it by . 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
The answer
Part A
litres of mixture.
Part B
moulds: one mould filled and of a second mould's worth of mixture left over.
Part C
The check gives litres, which is the batch we started from. It is valid because a quotient is the missing factor: the number of moulds is defined as what multiplies one mould's capacity back up to the batch, so multiplying it by that capacity must return the batch.
Worked solution
Part A
The multiplication rule expects a single numerator over a single denominator, so convert both mixed numbers first.
Cancel the into the before multiplying.
Part B
"How many of these fit into that" is a division, so convert and flip the divisor.
Cancel the into the .
The whole part counts the moulds actually filled, and the fraction part says the leftover mixture is three fifths of what one more mould would take.
Part C
Convert and multiply, cancelling the into the .
That is the batch size the question began with, so the check passes.
The reason it must pass is what division means. Writing for the count of moulds, the division in part B was solving
because a quotient is the missing factor, exactly as because . So multiplying the answer by the divisor rebuilds the dividend by construction, and any answer that fails to rebuild it is not the quotient.
Watch out. The check would also pass on a wrong answer only if the multiplication were done wrongly in a matching way, so do the check independently rather than by reversing the same cancelling.
In one line
batches make litres of mixture. One batch fills moulds, that is one mould filled with three fifths of a further mould's worth left over. The check multiplies back: litres, the batch we began with. It is a valid check because a quotient is the missing factor, so multiplying it by the divisor must rebuild the dividend.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Converts both mixed numbers to improper fractions before multiplying anything. . Worth 2 points.
Multiplies across, cancelling where a numerator and a denominator share a factor, and converts back to a mixed number. . Worth 2 points.
Reports the amount in litres of mixture. . Worth 1 point.
Part B 5 points
Sets the calculation up as the batch divided by one mould and converts both mixed numbers before flipping only the divisor. . Worth 2 points.
Completes the multiplication and converts the result to a mixed number. . Worth 2 points.
Says what the fraction part of the count means in the situation, as a share of one further mould rather than a share of a litre. . Worth 1 point.
Part C 5 points
Carries out the multiplication of the reported count by the divisor and reports what it returns. . Worth 2 points.
Grounds the check in a quotient being the missing factor, so that multiplying it by the divisor must rebuild the dividend. . Worth 3 points. needs an explanation, not just an answer
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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.
- Part A.
Put , and 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
- Part B.
Two more entries join the list: and . 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
- Part C.
A classmate says that must be smaller than , 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
The answer
Part A
, compared over the shared denominator .
- written as one chain, or as a list given in that order
Part B
and . In order: .
Part C
It is not right: and are both , so they are equal. The comparison needs the shared numerator to be nonzero, because taking none of the parts gives nothing whatever their size. With a nonzero shared numerator it does work, and the smaller denominator names the larger fraction.
Worked solution
Part A
No two of the three share a number, so neither glance-shortcut applies. Rebuild all three over a common denominator; the least common multiple of , and is .
Now every piece is a twenty-eighth, so the counts decide, and .
Part B
Read each one from the meaning of the two numbers. Taking none of six equal parts is nothing, and taking all fifteen of fifteen equal parts is the whole.
The other three are proper fractions, so each lies strictly between and , which places the two new entries at the two ends.
Part C
Evaluate both sides before arguing about them.
The classmate's reasoning has one true half and one missing condition. It is true that a sixth is a smaller piece than a quarter. It does not follow that the fractions differ, because neither fraction takes any pieces at all, and no number of nothing is bigger than any other number of nothing.
So the shortcut has to be stated with its condition attached: when two fractions share the same nonzero numerator, the one with the smaller denominator is the larger, because the same count of bigger pieces is more.
With the condition met the comparison is sound in both directions on that family: among fractions sharing one nonzero numerator, a smaller denominator gives a larger value and a larger value comes from a smaller denominator.
Watch out. Zero is the only numerator that breaks it, and it breaks it completely: every fraction with numerator equals every other one.
In one line
Over the shared denominator the three fractions are , and , so . The two new entries are and , which sit at the two ends because the others are proper fractions: . The classmate is wrong, since and are both and so equal. The shortcut holds only when the shared numerator is nonzero: taking none of the parts gives nothing whatever their size. With a nonzero shared numerator the smaller denominator does name the larger fraction.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Rebuilds all three fractions over one common denominator, multiplying top and bottom of each by the same number. . Worth 2 points.
Lists the original fractions in the correct order rather than the rewritten ones. . Worth 2 points.
Part B 4 points
Evaluates a fraction with numerator zero as and a fraction whose numerator equals its denominator as . . Worth 2 points.
Places the two values at the ends of the list, using the fact that the other three are proper fractions and so lie between and . . Worth 2 points.
Part C 5 points
Evaluates both fractions and rejects the claim on the ground that both are zero. . Worth 2 points.
States the shortcut with the shared numerator required to be nonzero, and explains why a zero numerator defeats the reasoning about piece size. . Worth 3 points. needs an explanation, not just an answer
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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, , and , and only one of those two is legal.
- Part A.
Write 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
- Part B.
A student simplifies by striking out the two nines and reporting . 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
- Part C.
State what a number must be before it may be divided out of a fraction. Then use your statement to settle both and , 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
The answer
Part A
, dividing both terms by .
Part B
The correct value is . Striking the nines divided one term of the sum on top by while dividing the whole of the bottom by , so the two halves of the fraction were not divided by the same thing, and the value jumped from about to .
Part C
It must be a factor of the whole numerator and of the whole denominator. In the is a factor of the numerator , so it divides out to leave . In the numerator is , which does not divide, so nothing divides out.
Worked solution
Part A
Break both numbers into primes to read off the greatest common factor.
The factors they share are one , one and one , so the greatest common factor is .
Check: and share no factor above , so one division was enough.
Part B
Work the numerator out before touching it.
So the true value is , a little over , and the student's report of is more than five times too big.
The move looks like a cancellation but is not one. Simplifying divides the whole numerator and the whole denominator by the same number, and the whole numerator here is , which does not divide at all. What the strike really did was replace by , that is, delete a term, while dividing the denominator by .
Watch out. A quick size check catches it: the numerator is a little over twice the denominator, so the answer has to be a little over .
Part C
The rule is , and it demands that divide and exactly. Read it as an instruction about the two complete numbers, not about digits that happen to match.
The product. The numerator is one number, , and is a factor of it, since .
So here the cancellation is legal and gives exactly what the strike-out claimed.
The sum. The numerator is , and is not a factor of : dividing gives remainder .
Being a term of a sum does not make a number a factor of it: here the numerator is , which does not divide, while in the product the numerator is , which it does. What decides it is the arithmetic, not the layout.
In one line
after one division by the greatest common factor . The student's report of for is wrong: the numerator is , so the value is , and the strike deleted a term of the sum rather than dividing the whole numerator. A number may be divided out only when it is a factor of the whole numerator and of the whole denominator. In the nine is a factor of the numerator , so it divides out and leaves ; in it is one term of a sum and not a factor of , so nothing divides out.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Finds the greatest common factor of the two terms rather than any common factor, and divides both by it. . Worth 2 points.
Reports the simplified fraction and confirms nothing above divides both terms of it. . Worth 1 point.
Part B 4 points
Evaluates the numerator as a single number first and gives the correct value in lowest terms. . Worth 2 points.
Describes the strike as removing one term of the sum rather than dividing the whole numerator, so top and bottom were not treated alike. . Worth 2 points.
Part C 4 points
States the requirement that the number divide the whole numerator and the whole denominator exactly. . Worth 2 points. needs an explanation, not just an answer
Applies the statement to both expressions and reaches opposite verdicts, naming the numerator in each case. . Worth 2 points. needs an explanation, not just an answer
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10. One sum, added twice . 13 points. Question 10 of 10.
Two students add . One rewrites both fractions over the least common denominator. The other multiplies the two denominators together and rewrites both over that.
- 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
- 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
- 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
The answer
Part A
, over the least common denominator .
Part B
Over the denominator the total is before simplifying, which becomes after dividing both terms by .
Part C
Neither has gone wrong. Every rebuild multiplies top and bottom by the same nonzero number, so it is an equality and both students added the same two amounts. Indeed is with both terms times . The larger denominator cost only bigger numbers and a simplification still owed.
Worked solution
Part A
The least common denominator is the least common multiple of the two denominators. Multiples of run , and is the first that also divides.
Now the pieces match, so add the counts.
Since is prime and does not divide , this is in lowest terms.
Part B
The product of the denominators is , which is a common multiple of both, so both fractions can be rebuilt over it.
That is not finished: and , so both terms carry a factor of .
Part C
Take the steps one at a time. Each rebuild is an instance of the building rule, and the building rule is an equality, not an approximation.
So both students added the same two amounts, merely described in pieces of different sizes, and adding equal things to equal things gives equal results. Their totals must agree, and they do.
What the choice of denominator affects is only the size of the numbers on the page. Any common multiple of and can serve as the denominator, since each fraction has to be rebuildable over it, and is one such multiple, just not the smallest. Choosing a bigger one describes the same answer in smaller pieces, so the numerators are larger, and it leaves behind a common factor that has to be divided out at the end. The least common denominator is preferred for that reason alone, not because the others are wrong.
Watch out. "Different-looking" and "different" are not the same. Two fractions settle it by simplifying to a shared lowest-terms form, or by cross products: and .
In one line
Over the least common denominator the sum is . Over the product it is , which divides by to give as well. Neither student has gone wrong: every rebuild multiplies top and bottom by the same nonzero number and so is an equality, meaning both added the same two amounts and had to reach the same value. The larger denominator cost only bigger numbers along the way and a simplification still owed at the end.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Uses the least common multiple of the two denominators and rebuilds each fraction over it correctly. . Worth 2 points.
Adds the numerators over the shared denominator and reports a total in lowest terms. . Worth 1 point.
Part B 4 points
Rebuilds both fractions over the product of the denominators and adds the numerators. . Worth 2 points.
Simplifies the total to lowest terms and reports both the unsimplified and the simplified form. . Worth 2 points.
Part C 6 points
Clears both students and grounds the agreement in each rewriting step being an equality, so the same two amounts were added twice. . Worth 3 points. needs an explanation, not just an answer
Shows the two totals are one number, by the building rule between them, by a shared lowest-terms form, or by cross products. . Worth 2 points.
Names the cost of the larger denominator as bigger numbers and a simplification still owed, rather than as an error. . Worth 1 point.
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