Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions
to estimate mentally and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
Examples of Opportunities for In-Depth Focus
When students meet this standard, they bring together the
threads of fraction equivalence (grades 3–5) and addition and
subtraction (grades K–4) to fully extend addition and subtraction
Subject Area: Mathematics
Domain-Subdomain: Number and Operations - Fractions
Cluster: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 02/14
Date of Last Rating: 02/14
Status: State Board Approved
Test Item Specifications
- Assessment Limits :
Fractions greater than 1 and mixed numbers may be included.
Expressions may have up to three terms.
Least common denominator is not necessary to calculate sums or differences of
Items may not use the terms “simplify” or “lowest terms.”
For given fractions in items, denominators are limited to 1-20.
Items may require the use of equivalent fractions to find a missing term or part
of a term.
- Calculator :
- Context :
Sample Test Items (4)
- Test Item #: Sample Item 2
Javon, Sam, and Antoine are baking cookies. Javon has cup of flour, Sam has cups of flour, and Antoine has cups of flour.
How many cups of flour do they have altogether?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 4
Jasmine has cup of flour in a mixing bowl. After adding more flour to the mixing bowl, Jasmine says that she now has cup of flour.
Which of the following explains why Jasmine's statement is incorrect?
- Difficulty: N/A
- Type: MC: Multiple Choice