## Fractions Problem Solving

Activity type: Assessment

## Fractions Problem Solving

Course
Mathematics
Section
Fractions
Outcome
Simple fractions of quantities - problem solving
Activity Type
Assessment
Activity ID
20467

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## United States – Common Core State Standards

• ##### 5.NF – Number & Operations—Fractions
• Mathematics

• 5.NF.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.

• 5.NF.7 – Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

• 5.NF.7.a – Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

• ##### 4.NF – Number & Operations—Fractions (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.)
• Mathematics

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

• 4.NF.4.c – 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. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

## Australia – Australian Curriculum

• ##### Number and Algebra
• Fractions and decimals

• ACMNA127 – Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies

## New Zealand – National Standards

• ##### 7.NA – Number and algebra
• 7.NA.1 – Apply additive and multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including percentages)

## United Kingdom – National Curriculum

• ##### Year 4 programme of study
• KS2.Y4.N.F – Number - fractions (including decimals)

• Pupils should be taught to:

• KS2.Y4.N.F.10 – Solve simple measure and money problems involving fractions and decimals to 2 decimal places

• ##### Year 5 programme of study
• KS2.Y5.N.F – Number - fractions (including decimals and percentages)

• KS2.Y5.N.F.8 – Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place

• KS2.Y5.N.F.12 – Solve problems which require knowing percentage and decimal equivalents of ½ , ¼ , ⅕ , ⅖ , ⅘ and those fractions with a denominator of a multiple of 10 or 25

• ##### Year 6 programme of study
• KS2.Y6.RP – Ratio and proportion

• Pupils should be taught to:

• KS2.Y6.RP.2 – Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison