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# Fractions Quick Quiz Bundle: Adding, Subtracting, Multiplication & More!

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1. This bundle contains three fraction activities (also sold separately):1. Choice Board Project2. Digital Breakout3. Quick Quizzes1. Choice Board ProjectThis product includes a menu of nine ranked and varied activities that can be used as a formative or summative assessment of fraction operations. Act
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### Description

This bundle contains 4 fraction quick quizzes! (also sold separately)

Are you looking for a quick way to assess fractions? If so, this is your one stop shop!

This 8 question quick quiz assesses the following 5th grade math learning targets:

• I can add and subtract fractions and mixed numbers with unlike denominators .
• I can solve word problems involving addition and subtraction of fractions.
• I can represent the context of a fraction using a variety of models.

Questions include a combination of conceptual and procedural problems.

Sample Problems:

1. 3/4 + 7/12
2. Stacy is making a model boat.  She has 5 ½ feet of wood. She uses 2 ¼ feet for the hull and 1 ½ feet for a paddle.  How much wood does she have left?
3. Draw an area model to solve: ⅔ - ⅕

There is also an error analysis page for students to re-work problems correctly and provide explanations of their errors.

Document is completely editable to meet your needs.

CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

© Copyright 2018 ProjectBasedSixth. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited.

Are you looking for a quick way to assess multiplying fractions? If so, this is your one stop shop!

This 8 question quick quiz assesses the following 5th grade math learning targets:

• I can multiply a whole number or a fraction by a fraction.
• I can prove my product is correct by using a visual model.
• I can find the area of a rectangle (with fractional side lengths).

Questions include a combination of conceptual and procedural problems.

Sample Problems:

1. Draw an area model to solve the area of a rectangle that has a width of 3

1/2 and a length of 4 2/5.

2. Next week, fifth graders hope to collect 1 ⅓  times as many bags of canned goods as the first week, 3 ½ . How many bags of canned goods do they hope to collect?

3.  5 x 2 3/4

There is also an error analysis page for students to re-work problems correctly and provide explanations of their errors.

Document is completely editable to meet your needs.

CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd).

CCSS.MATH.CONTENT.5.NF.B.4.B
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

© Copyright 2018 ProjectBasedSixth. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited.

Are you looking for a quick way to assess fractions? If so, this is your one stop shop!

This 8 question quick quiz assesses the following 5th grade math learning targets:

• I can use benchmark fractions to estimate and solve problems
• I can create a line plot using fraction data
• I can analyze a line plot to answer questions and solve problems

Questions include a combination of conceptual and procedural problems.

Sample Problems:

1. Explain how you know that ⅝ + 6/10 is greater than 1.

2. Make a line plot with the following data.  Students measured amounts of water in
cups.  These were their results: ¼, ¼, ½, ¾, ¼, ¼, ¼, ½, ¼, ¾, ¼, ¾

3.  Round ⅜ to its closest benchmark.

There is also an error analysis page for students to re-work problems correctly and provide explanations of their errors.

Document is completely editable to meet your needs.

CCSS.MATH.CONTENT.5.NF.A.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

CCSS.MATH.CONTENT.5.MD.B.2

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

© Copyright 2018 ProjectBasedSixth. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited.

Are you looking for a quick way to assess fractions, NF 5 & 6? If so, this is your one stop shop!

This 8 question quick quiz assesses the following 5th grade math learning targets:

• I can compare the size of a product to the size of its factors (without performing multiplication)
• I can explain the result of multiplying a given number by a fraction greater than and less than 1.
• I can represent the context of a fraction word problem using a variety of models.

Questions include a combination of conceptual and procedural problems.

Sample Problems:

1. Macy worked on her math project for 3 ¾  hours. Chris worked on his project ⅓ times as long as Macy. Kathryn worked on her math project 1 ¼ times as long as Macy. Without solving, who worked the longest? How do you know?
2. Teachers are going to make cookies for the staff.  They want to make 3 times the amount the recipe calls for, so everyone will get a cookie.  If the recipe calls for ¼ teaspoon of sugar, how much sugar will they need?
3. Will the product of 5/3 x 3 be greater or less than 3? Explain.

There is also an error analysis page for students to re-work problems correctly and provide explanations of their errors.

Document is completely editable to meet your needs.

CCSS.MATH.CONTENT.5.NF.B.5
Interpret multiplication as scaling (resizing), by:

CCSS.MATH.CONTENT.5.NF.B.5.A
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

CCSS.MATH.CONTENT.5.NF.B.5.B
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

© Copyright 2019 ProjectBasedSixth. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited.

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### Standards

to see state-specific standards (only available in the US).
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence 𝘢/𝘣 = (𝘯×𝘢)/(𝘯×𝘣) to the effect of multiplying 𝘢/𝘣 by 1.
Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
Interpret multiplication as scaling (resizing), by:
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
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