Student Name: ______________________

Teacher:

______________________ Date: ___________

Fractions
1. Which figure is

A shaded?

2. What fraction is represented by the shaded part of the number line?

0
A.
B.
C.
D.

C
F
D
G
3. Wendy cut a board into 4 pieces of equal sizes to make a table. Which fraction of the whole board
does each piece represent?

4. Diane and her 3 friends want to equally share this pizza.

What fraction of the pizza should each person get?

A.
B.
C.
D.

J
F
C
A

5. The points on the number line represent the distances of 4 different locations from Jordans house.
The library is one mile from Jordans house.

6.

7. Which of the following is the greatest number?

A.

B.

s
J
A

C.
D.

8. Which symbol would go in the box to make the expression true?

f d
A. <
B. >
C. =
D. +

9.

10.

11.
Which symbol makes the number sentence true?

C
A. <
B. >
C. =
D. +

12. The fraction models below are shaded to represent equivalent fractions. Model 1 is divided into 4
equal sections, and Model 2 is divided into 12 equal sections. Model 1 has been shaded, and Model 2
has not.
Model 1
Model 2

How many sections in Model 2 should be shaded to represent a fraction equivalent to Model 1?
A. 3
B. 4
C. 9
D. 12

13.
Which fraction is greater than
A.
B.
C.
D.

O
F
b
A

14. Ari and David each had a pumpkin pie. Ari cut his pie into eight equal pieces. David cut his pie into
six equal pieces. Ari served 4 pieces of pie to friends.

Aris pie

Davids pie

How many pieces of pie must David serve to equal the same fraction of pie served by Ari?
A. 1
B. 2
C. 3
D. 4

15. Select all the fractions that describe the shaded portion of the rectangle.

This test serves to cover the TN state Mathematics standards of 3.NF.1, 3.NF.2, & 3.NF.3. Students
must be able to identify a various representation of fractions including pictorial, concrete, and abstract
versions. Students must to be able to identify as well as partition and label shapes and number lines.
Students are also able to explain the equivalence of fractions in special cases, and compare fractions by
reasoning about their sizes. Third grade students are expected to be able to compare fractions that have the
same numerators or same denominators, limited to denominators of 2, 3, 4, 6, & 8.
This multiple choice test is very appropriate for measuring these standards. A variety of questions are
asked, and questions are arranged from easy to more complex. There are also a few questions that are
multiple select, that require students to choose more than one correct answer. This shows a students ability
to view many versions of the same fraction model or number line.
The test is graded with a total of 21 possible answers, making each correct answer worth nearly 5 points
each for an average total possible points of 100.

Instructional
Objectives
Content Area

Knowledge

Understanding

Application

Total % of
Points

Identifying Fractions

40

Comparing Fractions

27

Equivalent Fractions

33

Total Percentage of
Points

46

27

27

100