Example Formative Assessment Questions – NF.3
4th Grade
(questions came from “Performance Coach”, OAS, and various websites)
This is not meant to be printed off and given as a test…this document is to give you ideas of how this standard might be assessed. Please use these as an example when you are developing your own formative assessments. Remember formative assessment is to be given throughout the teaching of a standard to help you guide your instruction based on students needs. A good formative assessment should have a mix of multiple choice as well as open ended.
Which is a unit fraction?
a. 9/10
b. 4/5
c. 5/8
d. 1/3
Dillon’s dad sells golf balls. He sells 4/5 of the golf balls. Which matches 4/5?
a. 1/5 + 1/5 + 1/5
b. 1/5 + 1/5 + 2/5
c. 2/5 + 2/5 + 1/5
d. 1/5 + 1/5 + 1/5 + 1/5 + 1/5
Wanda rode her bike 21/10 miles. Which mixed number shows how far Wanda rode?
a. 1 1/10
b. 1 2/10
c. 2 1/10
d. 2 10/10
1 ¼ can also be written as
a. 4/5
b. 5/4
c. 6/4
d. 11/4
Use this rubric for the following open ended problems….
Jill is making a long cape. She needs 4 1/3 yards of blue fabric for the outside of the cape. She needs 3 2/3 yards of purple fabric for the lining of the cape. How much more blue than purple should she buy? Explain your thinking.
Alex solved a story problem and wrote the answer of 3/5. What could the story problem be?
Some more examples of open ended questions…..
Some more examples of open ended questions…..
Some more examples of open ended questions…..
Some more examples of open ended questions…..
A pizza was cut into ten equal size slices. Three people ate the whole pizza but each person had a different number of slices. Use fractions to describe the possible number of slices eaten by each of the three people (for example, 1/10 + 5/10 + 4/10).
Some more examples of open ended questions…..
Part A: I am thinking of two improper fractions. When I subtract them, they make a difference of 3. What could the improper fractions be?
Part B: If I subtracted from one of the fractions, what would the difference be?
______
Some more examples of open ended questions…..
Trevor has pizzas left over from his soccer party. After giving some pizza to his
friend, he has of a pizza left. How much pizza did Trevor give to his friend?
Part A: Use a model to show much pizza Trevor gave to his friend.
Part. B: Trevor and his soccer team ate a lot of pizza before he gave some to his friends. How much pizza could they have eaten before Trevor gave some to his friends. Write an equation to prove your answer.
NEW!
Find each sum or difference. Compare the result to ½. Write the problem in the correct box.
Less than 1/2 / Greater than 1/2NEW!
Look at the model.
Read each statement and circle all that apply.
a. The model shows 2/8 + 2/8
b. The sum is 5/8
c. The model shows separating into two groups
d. The model shows joining two groups
NEW!
Jacob drew this number line model.
Read each statement. Does the statement describe the model? Write yes or no.
a. Jacob added 3/10
b. The model shows a sum of 7/10
c. The model shows a difference of 4/10
d. Model shows 7/10 – 4/10
NEW!
Marissa wanted to add 4/8 and 1/8. Draw a fraction strip model to find the sum.
NEW!
Iggy drew a model for 2/10 + 6/10.
Part A: is the model correct? Use words or numbers to justify your answer.
Part B: complete the equation
2/10 + 6/10 = ______
NEW!
Find ways to decompose 2 2/4. Write the problem in the correct box.
Equals 2 2/4 / Does Not Equal 2 2/4NEW!
Yoka says that she can decompose 3 1/3 into 7 identical unit fractions. Is she correct? Use pictures, words, or numbers to justify your answer.
NEW!
Leslie decomposed some fractions using models. Draw a line from each model to the fraction.
NEW!
Frannie drew this fraction model. Read each statement. Does the statement describe the model? Write yes or no.
a. The sum of the fractions is 1 2/3
b. All the fractions are unit fractions
c. The sum of the fractions is a mixed number
d. The sum of the fractions is greater than 1.
NEW!
Jessica decomposed a fraction this way.
Part A: What is the fraction that Jessica decomposed?
Part B: Draw another way to decompose Jenna’s fraction.
NEW!
Select the ways that the model could be decomposed. Circle all that apply.
NEW!
The table shows the amount of rain that fell in Lagrange for three days.
Which numbers describe the total amount it rained the three days? Circle all that apply.
a. 25/10 inches
b. 2 15/10 inches
c. 2 1/10 inches
d. 2 5/10 inches
NEW!
Elliot went for a hike on Saturday. In the morning he hiked 2 3/5 miles. Then he stopped for lunch. After lunch, he hiked 1 4/5 miles.
Part A: how much did Elliot hike on Saturday?
Part B: How many more miles did he hike before lunch than after lunch?
NEW!
Petra made this model to show the sum of two mixed numbers. Write the addition equation shown by the model and solve it.
NEW!
Karen correctly subtracted 2 5/8 from 4 3/8 like this?
Use words or models to explain how Karen subtracted the mixed numbers.
NEW!
The sum of the lengths of two branches is 2 7/8 yards. The difference in their lengths is 3/8 yard.
Part A: Explain how you can find the length of each branch.
Part B: How long is each branch?
NEW!
This is the pizza that was left after Mrs. Brown’s party.
Write a word problem about the pizza.
NEW!
Arianna drew this model to solve a problem.
Use the model to decide which statements about the problem Arianna solved are true.
a. Arrianna’s model shows addition
b. The answer is 3/8
c. Arrianna subtracted 3/8 from 1
d. The two numbers in the problem are 3/8 and 1 1/8
NEW!
Andy has to baby hamsters, Willy and Scamp. The sum of their weights is 1 1/8 pounds. Willy weighs 3/8 pound less than Scamp. How much does each hamster weight? Explain how you found the two weights.
NEW!
The chart below shows the distance Jason ran this week at camp. Use values from the box to complete each sentence.
NEW!
Pair the fractions together to make a sums of 1. Hint! There are 3 sets of fractions that can be put together to make a sum of 1.
1/9 2/9 3/9 4/9 5/9 6/9 7/9 8/9
NEW!
Answer the following questions about how long each student worked on making a model of the Empire State Building for school.
a. What is the total time it took to build the model?
b. How much less time did Victor work than Jamie?
c. What is the total time Lacy and Victor worked?
d. How much longer did Jamie work than Lacy worked?
Carlos has his older soccer team run for the first 1/3 of practice. Then they do drills for 1/3 of practice. What fraction of the practice has the team completed after running and drills? Show on a visual fraction model and write an equation to match. (1/3+1/3=2/3) If they scrimmage for the rest of practice, what fraction of practice does the team scrimmage? (3/3-2/3=1/3) If practice is 90 minutes long, how long does the team run? (90÷3=30) Carlos has his younger team scrimmage for 1/2 of practice. The rest of the time is drills. What fraction of practice does the younger team do drills? (2/2-1/2=1/2) If his younger team practices for 60 minutes, which team scrimmages for a longer amount of time? (60÷2=30, so both teams scrimmage for the same amount of time.)
Kelly and Taylor both said they ate all of their king-size candy bars. Kelly at 1/8 + 2/8 + 2/8 + 3/8. Taylor ate 2/8 + 1/8 + 1/8 + 1/8 + 2/8. Did they both eat the whole candy bar? (no) If not, how much of the candy bar did each person eat? Show on a visual fraction model. (Kelly ate 8/8 or all of it; Taylor ate 7/8)
To build each window frame, you need 2 1/2 feet of wood for both the top and bottom and 3 1/2 feet for each side. How much wood do you need to build the window frame? Show on a visual fraction model and write an equation to match. (2 1/2 + 2 1/2 + 3 1/2 + 3 1/2 = 12) or (5/2+5/2+7/2+7/2=24/2=12 feet) If wood costs $2 per yard, how much will it cost per window frame? (12÷3)x2=$8 If you want to build 6 identical window frames, how much will it cost? (8x6=$48) What if you want to pay someone else to build the window frames? You ask a carpenter how much it would cost for the 6 windows frames. The cost would be $125 plus materials. How much would it cost for the carpenter to build the window frames? (125+48=$173)