Check out our other Math Activities:

This free resource comes from this

complete unit. Preparing your students
for standardized testing can be boring,
repetitive, and unengaging. We created
this product to purposefully be exciting,
engaging and motivating for your
students while preparing them to take
the standardized test at the same time!

“Love this product! It was a fantastic

supplement to our regular curriculum. To
save paper, I shrank most of the pages to
half-size, and my students included them
in their math journals. I love the variety of
fractional representations that you
included. Highly recommend!”

Do you want your students to become

experts at math problem solving? Are you
looking for a product that can be used
daily in your classroom to build and
enforce critical math problem solving
skills? Check out these Common Core
aligned products that take students step
by step through the problem solving
process.

“If you're on the fence about this resource,

GET IT!! It's amazing and is really helping
my students with their math skills!!”

Click here to subscribe to our newsletter for special content,

free resources, and discounts!
 Preparing your students for standardized testing can be boring,
repetitive, and unengaging. We created this product to purposefully be
exciting, engaging and motivating for your students while preparing them
to take the standardized test at the same time!

If you liked these free activities, please check out the entire
Race to Success: Math Standardized Test Prep Unit.

In the full product you will find:

● Math Recording Track- Students will track their progress as they finish
each topic on the race track.

● VIP Pit Pass Coupons- Reward coupons to be used however you wish
to motivate your students to work hard.

● Race Information Mini Lessons- Each mini lesson starts with “Start Your
Engines” questions to help the students warm up and that mirror the
work students will be doing in the “Pit Stop” section.
○ Topics covered include:
■ Graphing/Data
■ Volume/Mass
■ Area/Perimeter
■ Rounding
■ Time
■ Multiplication/Division
■ Geometry
■ Fractions

● Pit Stop Group/Independent Challenge- For each challenge, students

will have various math questions covering the topic. In our classroom,
we awarded beads (2 beads for 100%, 1 bead for only missing one)
that students collected to create a necklace.

● Answer Keys- We had students grade their own pit stops with the
provided answer keys.
 Name___________________

Fractions

Ben ate 1/6 of an apple pie. Which fraction model represents the
whole pie?

a. b.

c. d.

Shri drew a model with 6/8 shaded. Show the fraction model that Shri
could have drawn.

Which fractions are equivalent to 3?

a. 3/3
b. 1/3
c. 3/1
d. 6/2
 Name___________________
Road Map
Directions: Solve the following problems.
Ryan wants to find a fraction that is equivalent to 2/3. He creates the first
model, as shown.

A. Shade in parts of the second model so that the two models represent
equal fractions.

B. Based on the second model, what fraction is equivalent to 2/3?

________

A. Select a number line that can be used

Two statements with missing
to plot the numbers 1 and 4/3.
numbers are shown.
B. Place dots on the number line to
1
correctly plot 1 and 4/3. ＜
3 6
＜ 2
a. 4 4
0
Which value for the missing
b. numerators will make both
statements true?
0 a. 2
c. b. 0
c. 3
0 d. 1
 Name___________________

Fractions
1. Which fraction is equivalent to 6?
a. 1/6
b. 6/1
c. 6/6
d. 2/3

2. Place two dots on the number line to correctly plot the fractions 1
and 2/4.

3. A fraction model is shown.

A. What fraction represents the shaded area of the fraction

model. ____________

B. Explain how you found your answer

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
 Name___________________

Fractions
4. Two statements with missing numbers are shown.

2 ＜
4 8
3
＜
6 6

Which value for the missing numerators will make both statements
true?
a. 4
b. 5
c. 2
d. 3

5.
A. Select a number line that can be used to plot the
fraction 3/2.

B. Place a dot on the number line to correctly plot 3/2.

a.
0
b.
0
c.
0

6. Model A has 3/4 of the rectangle shaded. Shade in the equivalent

amount on Model B.
 Name___________________

Fractions

Ben ate 1/6 of an apple pie. Which fraction model represents the
whole pie?

a. b.

c. d.

Shri drew a model with 6/8 shaded. Show the fraction model that Shri
could have drawn.

Ex

Which fractions are equivalent to 3?

a. 3/3
b. 1/3
c. 3/1
d. 6/2
 Name___________________
Road Map
Directions: Solve the following problems.
Ryan wants to find a fraction that is equivalent to 2/3. He creates the first
model, as shown.

A. Shade in parts of the second model so that the two models represent
equal fractions.

B. Based on the second model, what fraction is equivalent to 2/3?

________
4/6

A. Select a number line that can be used

Two statements with missing
to plot the numbers 1 and 4/3.
numbers are shown.
B. Place dots on the number line to
1
correctly plot 1 and 4/3. ＜
3 6
Either answer ＜ 2
a. 4 4
0 1 4/3
Which value for the missing
b. numerators will make both
statements true?
0 a. 2
c. b. 0
c. 3
0 1 4/3
d. 1
 Name___________________

Fractions
1. Which fraction is equivalent to 6?
a. 1/6
b. 6/1
c. 6/6
d. 2/3

2. Place two dots on the number line to correctly plot the fractions 1
and 2/4.

3. A fraction model is shown.

A. What fraction represents the shaded area of the fraction

12/8
model. ____________

B. Explain how you found your answer

Ex. I found out that the whole was split into

eighths and I counted 12 eighths shaded in.
 Name___________________

Fractions
4. Two statements with missing numbers are shown.

2 ＜
4 8
3
＜
6 6

Which value for the missing numerators will make both statements
true?
a. 4
b. 5
c. 2
d. 3

5.
A. Select a number line that can be used to plot the
fraction 3/2.
Any of the number lines can work
B. Place a dot on the number line to correctly plot 3/2.

a.
0
b.
0
c.
0

6. Model A has 3/4 of the rectangle shaded. Shade in the equivalent

amount on Model B.