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4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

•Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

•Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

•Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

The first four questions have the studnets interpret two arrays, an area model, and a number line. They are to look at the model and give an equation that represents the model show.

The next two questions require the students to draw a model that represents an equation.

The final four questions are word problems. Two call for the studnets to multiply to solve, while one is subtraction, and the other is addition. Three out of the four word problems are multiple choice, while one of them suggests that the students use a T chart to solve.

4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

•Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

•Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

•Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

The first four questions have the studnets interpret two arrays, an area model, and a number line. They are to look at the model and give an equation that represents the model show.

The next two questions require the students to draw a model that represents an equation.

The final four questions are word problems. Two call for the studnets to multiply to solve, while one is subtraction, and the other is addition. Three out of the four word problems are multiple choice, while one of them suggests that the students use a T chart to solve.

Total Pages

3 pages

Answer Key

Included

Teaching Duration

N/A

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