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Ontario Curriculum Expectation:
5.B1.3 represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts
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1 of 101. Question
1. The number line can be used to show equal fractions. Which equation could be represented by Point X on the number line?
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2 of 102. Question
2. Two models are shown.
A student cut the first model into twelfths and shaded a fractional amount. The student wants to cut the second model into sixths and shade a fractional amount equal to the first model.
How many sixths should the student shade to represent an equal fraction?
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The student should shade parts in the second model.
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3 of 103. Question
3. A bucket was filled with 5 litres of water. All of the water was poured equally into 6 bottles. How much water is in each of the 6 bottles?
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4 of 104. Question
4. A family went on vacation for 7 days. There were 5 days that the weather was sunny and 2 days that the weather was rainy. When comparing the number of sunny days to rainy days, which two statements are correct?
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5 of 105. Question
5. A large bowl of fruit salad was shared equally by 8 people. What fraction of the fruit salad was shared by 3 people?
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6 of 106. Question
6. What is the missing number that would make these fractions equal?
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7 of 107. Question
3. Two models are shown.
A student cut the first model into fourths and shaded a fractional amount. The student wants to cut the second model into eighths and shade a fractional amount equal to the first model.
How many eighths should the student shade to represent an equal fraction?
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The student should shade parts in the second model.
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8 of 108. Question
8. What is the missing number that would make these fractions equal?
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9 of 109. Question
9. How many sections should be shaded in the second model to make the models equivalent?
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10 of 1010. Question
10. What is the missing number that would make these fractions equal?
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