How to share this Lesson/Activity with your Google Classroom:
 To share this lesson/activity with Google Classroom, click "Continue with Google" to get started.
 After logging in, click "Add to Google Classroom" to assign this lesson/activity to your students.
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
Time limit: 0
Activity Summary
0 of 10 questions completed
Questions:
 1
 2
 3
 4
 5
 6
 7
 8
 9
 10
Information
You have already completed this activity. You cannot start it again.
Activity is loading…
You must sign in or sign up to take this activity.
You must first complete the following:
Results
Question results are being recorded.
Results
0 of 10 questions answered correctly
Your Time:
Time has elapsed.
You have reached 0 of 0 point(s), (0)
Score: of ()
0 Essay(s) Pending (Possible Point(s): 0)
Categories
 Not categorized 0%
 1
 2
 3
 4
 5
 6
 7
 8
 9
 10
 Answered
 Review

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?
CorrectIncorrect 
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?

The student should shade parts in the second model.
CorrectIncorrect 

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?
CorrectIncorrect 
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?
CorrectIncorrect 
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?
CorrectIncorrect 
6 of 106. Question
6. What is the missing number that would make these fractions equal?
CorrectIncorrect 
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?

The student should shade parts in the second model.
CorrectIncorrect 

8 of 108. Question
8. What is the missing number that would make these fractions equal?
CorrectIncorrect 
9 of 109. Question
9. How many sections should be shaded in the second model to make the models equivalent?
CorrectIncorrect 
10 of 1010. Question
10. What is the missing number that would make these fractions equal?
CorrectIncorrect