Fraction Power Assessment
Fraction Power Checkup
NC.4.NF Diagnostic Assessment
Name:
Date:
Read each question carefully. Choose the best answer for each multiple-choice question. Show your thinking in the workspace provided next to each problem.
1
Which fraction is equivalent to \(\frac{2}{3}\)?
A. \(\frac{4}{9}\)
B. \(\frac{6}{9}\)
C. \(\frac{2}{6}\)
D. \(\frac{5}{6}\)
Show Your Work
2
Which comparison is true?
A. \(\frac{1}{2} < \frac{2}{6}\)
B. \(\frac{3}{4} > \frac{7}{8}\)
C. \(\frac{2}{5} < \frac{4}{10}\)
D. \(\frac{3}{5} > \frac{1}{2}\)
Show Your Work
3
What is the sum of \(\frac{3}{10} + \frac{4}{10}\)?
A. \(\frac{7}{20}\)
B. \(\frac{1}{10}\)
C. \(\frac{7}{10}\)
D. \(\frac{12}{10}\)
Show Your Work
4
Sarah has \(\frac{7}{8}\) of a yard of fabric. She uses \(\frac{3}{8}\) of a yard to make a headband. How much fabric does Sarah have left?
A. \(\frac{10}{8}\) yards
B. \(\frac{4}{8}\) yard
C. \(\frac{4}{0}\) yard
D. \(\frac{4}{16}\) yard
Show Your Work
5
Which fraction is greater than \(\frac{1}{2}\)?
A. \(\frac{2}{6}\)
B. \(\frac{4}{10}\)
C. \(\frac{3}{5}\)
D. \(\frac{1}{4}\)
Show Your Work
6
Which expression shows \(\frac{5}{6}\) as a sum of unit fractions?
A. \(\frac{2}{6} + \frac{3}{6}\)
B. \(\frac{1}{6} + \frac{1}{6} + \frac{1}{6} + \frac{1}{6} + \frac{1}{6}\)
C. \(\frac{1}{5} + \frac{1}{5} + \frac{1}{5} + \frac{1}{5} + \frac{1}{5} + \frac{1}{5}\)
D. \(\frac{5}{1} + \frac{5}{1} + \frac{5}{1} + \frac{5}{1} + \frac{5}{1}\)
Show Your Work
7
Marcus ate \(\frac{2}{4}\) of a pizza and Julie ate \(\frac{3}{4}\) of the same size pizza. How much pizza did they eat in all?
A. \(\frac{5}{8}\) of a pizza
B. \(\frac{1}{4}\) of a pizza
C. \(1\frac{1}{4}\) pizzas
D. \(\frac{6}{4}\) pizzas
Show Your Work
Fraction Power Answer Key
Answer Key
Fraction Power Checkup (Grade 4)
Teacher Resource
Standards Alignment
NC.4.NF.1: Equivalent fractions
NC.4.NF.2: Comparing fractions
NC.4.NF.3: Add/Subtract like denominators
NC.4.NF.3b: Decomposing fractions
| Item | Key | Standard | Explanation / Misconception Note |
|---|
| 1 | B | NC.4.NF.1 | Students should multiply both numerator and denominator by 3: \(2 \times 3 = 6\) and \(3 \times 3 = 9\). Choice A is a common error of adding to numerator but not denominator. |
| 2 | D | NC.4.NF.2 | \(3/5 > 1/2\) is true because \(3/5\) is more than half (which is \(2.5/5\)). Students may struggle if they think larger denominators always mean larger fractions. |
| 3 | C | NC.4.NF.3 | When adding like denominators, only the numerators change. Choice A (\(7/20\)) is a common error where students add denominators. |
| 4 | B | NC.4.NF.3 | \(7/8 - 3/8 = 4/8\). Choice A shows adding instead of subtracting. Choice C is a nonsensical fraction. |
| 5 | C | NC.4.NF.2 | \(3/5\) is greater than \(1/2\). Students should use benchmark fractions (\(1/2\)) to compare. \(2/6\) and \(4/10\) are both less than half. |
| 6 | B | NC.4.NF.3b | Unit fractions always have a 1 in the numerator. Choice B correctly sums 5 unit fractions of \(1/6\) to make \(5/6\). |
| 7 | C | NC.4.NF.3 | \(2/4 + 3/4 = 5/4\). Since \(4/4 = 1\) whole, \(5/4\) is \(1\) whole and \(1/4\) more, written as \(1\frac{1}{4}\). |
Diagnostic Scoring Profile
6-7 Correct:
Strong Understanding. Ready for fraction multiplication or decimals.
4-5 Correct:
Partial Mastery. Likely struggling with benchmark comparisons or improper fractions.
0-3 Correct:
Intensive Support Needed. Focus on unit fractions and visual models of equivalence.
