Topic: Fractions, Decimals, and Percents B1.3 – Representing Fractions

1. The number line can be used to show equal fractions. Which equation could be represented by Point X on the number line?

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?

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?

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?

5. A large bowl of fruit salad was shared equally by 8 people. What fraction of the fruit salad was shared by 3 people?

6. What is the missing number that would make these fractions equal?

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?

8. What is the missing number that would make these fractions equal?

9. How many sections should be shaded in the second model to make the models equivalent?

10. What is the missing number that would make these fractions equal?