Mathematics from zero
Fractions: multiple-choice review
Six questions that reach across the whole unit. Each one is a choice you would actually make on paper — not a definition to recite, but the right move to pick when a fraction, a decimal, and a percent all describe the same amount.
Confirm you can connect the unit’s core idea: a part of a whole can be written three ways — fraction, decimal, percent — and you can move between them and combine them without changing the amount.
A bar is cut into one large piece and three small pieces, and you take one piece. Why is that not 1/4 of the bar?
To rewrite 1/2 with a denominator of 6, you multiply top and bottom by 3, getting 3/6. Why does the amount stay the same?
A student writes 1/2 + 1/3 = 2/5 by adding the tops and adding the bottoms. What is the single fix?
Which statement about 0.5 and 0.50 is correct, and why?
To find 20% of 50, a student computes 20 × 50 = 1000. What went wrong?
The same amount appears as 3/4, as a decimal, and as a percent. Which set is correct?
The through-line of the unit is one amount, three names. A fraction needs equal parts, and multiplying or dividing both numbers by the same number gives an equivalent fraction without changing the amount. To add, the parts must be the same size, so you find a common denominator first. A decimal writes that same amount with place value, and a percent fixes the denominator at 100 — so 3/4, 0.75, and 75% are the same part of a whole, and ‘percent of’ means convert, then multiply.