WorksheetsChapter 18 Quiz
Total questions: 15
Worksheet time: 8mins
Name
Class
Date
1.
Which statement does not match a description of a fraction?
a)
a fraction is described as a part of a whole
b)
a fraction is the result of dividing a collection or quantity into a given number of equal parts or shares
c)
a fraction is an absolute quantity and not a relationship between two numbers
d)
a fraction can be used as a measure
2.
Which of the following does not describe a key idea in developing a sense of fractions?
a)
the number of parts names the parts (except for halves and quarters)
b)
the parts are unequal
c)
the larger the number of parts, the smaller each part
d)
the size of each part depends on the size of the whole
3.
Which of the following strategies would be least effective in developing an understanding of fractions?
a)
starting instruction with what children already know, and can do, in relation to partitive division
b)
delaying formalisation of fractions until children have had extensive practical experiences with the different contexts in which fractions are used and represented
c)
using partitioning geometric shapes in exploring and creating awareness of equal parts
d)
making use of representations or procedures such as double counting so children can draw on their whole number knowledge
4.
Which term related to a fraction indicates how many parts the whole is divided into?
a)
vinculum
b)
rational number
c)
numerator
d)
denominator
5.
Which term best describes fractions with the same denominator?
a)
like fractions
b)
unlike fractions
c)
proper fractions
d)
decimal fractions
6.
Which option best describes proper fractions?
a)
fractions with denominators in the same family
b)
fractions with denominators that are powers of ten
c)
fractions with a value less than one
d)
fractions with a value greater than one
7.
Which option best describes decimal fractions?
a)
fractions with denominators in the same family
b)
fractions with denominators that are powers of ten
c)
fractions with a value less than one
d)
fractions with a value greater than one
8.
Which interpretation of fractions best relates to making connections between fractions, decimals and percentages?
a)
part-whole
b)
measure
c)
operator
d)
quotient
9.
Which statement relating to a fraction interpretation is not correct?
a)
the part-whole interpretation is used when the context involves a fraction of a quantity
b)
the measure interpretation is regarded as a more useful basis for understanding the addition and subtraction of fractions than part-whole
c)
the quotient interpretation provides an opportunity to recognise that although a fraction may have an infinite number of equivalent forms, they all correspond to the one rational number
d)
the ratio interpretation involves either a part-to-part comparison or a part-to-whole comparison
10.
Which option relating to partitioning is not correct?
a)
involves dividing continuous and discrete wholes into equal parts
b)
shows that parts or shares can be unequal in fraction representations
c)
provides the link between intuitive fraction ideas displayed in early childhood and the more generalised ideas needed to work with rational number in the middle years of schooling
d)
enables students to create their own fraction diagrams and number lines
11.
Which term does not relate to one of the three partitioning strategies key to fraction understanding?
a)
halving
b)
thirding
c)
fourthing
d)
fifthing
12.
Which of the following would not be used as an example of a rectangular region or open number line in developing partitioning strategies?
a)
different sized sheets of paper
b)
number expanders
c)
paper streamers
d)
rope
13.
When using the partitioning strategy of halving, how many partitioning acts are required to produce 16 parts?
a)
2
b)
3
c)
4
d)
5
14.
Which of the following would be least effective in developing a concrete model of decimal fractions?
a)
tenths mats
b)
number lines
c)
base ten materials
d)
drinking straws
15.
Which statement regarding learning about hundredths as a new place-value part is not correct?
a)
children need to demonstrate a deep understanding of tenths as a place-value part before moving on to hundredths
b)
children need to recognise how tenthing can be applied to represent hundredths on area diagrams and line models
c)
children can explore hundredths through measurement activities involving metres and centimetres
d)
children should use fraction models to show that for each hundredth, there are ten tenths
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