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Course: Lumos StepUp - PARCC Online Practice And Assessments - Grade 4 Mathematics

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Arrange these models in order from greatest to least:

A

A, B, C, D

B

C, A, D, B

C

C, D, B, A

D

A, C, D, B

Standard: 4.NF.A.2

Domain: Number & Operations - Fractions

Theme: Extend understanding of fraction equivalence and ordering

Description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

The popsicle slowly melted in the hot sun. Which group of fractions could represent the amount of popsicle remaining after 2 minutes, 4 minutes, and 6 minutes had passed?

A

1/3, 1/2, 3/4

B

3/4, 1/2, 1/3

C

1/3, 3/4, 1/2

D

3/4, 1/3, 1/2

Standard: 4.NF.A.2

Domain: Number & Operations - Fractions

Theme: Extend understanding of fraction equivalence and ordering

Description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Where is Point D located on this number line?

A

-2
1

2

B

-2

C

-1
1

2

D

-3

Standard: 4.NF.A.2

Domain: Number & Operations - Fractions

Theme: Extend understanding of fraction equivalence and ordering

Description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

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