Building and decomposing fractions

What is the answer?

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Tags

CCSS.4.NF.B.3A

Kiki ate 1/6 of the celery sticks.

What fraction of the celery sticks is left for Carl to eat?

• 5/6

• 2/3

• 3/4

• 4/6

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2A

Answer explanation

Tags

CCSS.7.NS.A.1C

What are missing fractions?
 $\frac{1}{2}$  and .... make one whole.

•  $\frac{1}{2}$  

•  $\frac{1}{4}$  

•  $\frac{3}{4}$  

Tags

CCSS.4.NF.B.3A

What is the answer?

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Tags

CCSS.4.NF.B.3A

What is 1/4 + 3/8?

• 4/8

• 4/12

• 1/3

• 5/8

Tags

CCSS.5.NF.A.1

CCSS.5.NF.A.2

Which would be a model for

 $6\ \frac{7}{8}$ ? 

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Tags

CCSS.3.G.A.2

On a test, ⁴/₁₂ of the questions are multiple choice. If all of the remaining questions are True/False, how many T/F questions are on the test?

• ⁹/₁₂ or ³/₄
• ⁸/₁₂ or ²/₃
• ⁴/₁₂ or ¹/₃
• ⁶/₁₂ or ¹/₂

Tags

CCSS.4.NF.B.3A

Cara made rings out of all the string 3/7 of a foot and shorter. What was the combined length of the string used to make rings?

• 13 feet

• 1 6/7 feet

• 1 foot

• 6/7 of a foot

Tags

CCSS.5.MD.B.2

To help students develop strategies for fraction addition and subtraction:

• They should be given lots of practice with just plain computation before they are confused by the addition of word problems.

• They should be provided with problems that always use the same kind of model, to promote a deeper understanding.

• Mixed numbers and fractions should be taught separately.

• Addition and subtraction situations should be mixed.

Tags

CCSS.4.NF.B.3A