STUDENTS WORKSHEET Name : ...................................................

................
fractions ...................................................

Purpose of Learning:
The purpose of this learning is that after joining the learning activity, students able
to understand the understanding of fraction.

1. Find the fractions that represent the areas of the shaded parts in the figures.

a. b.

The number of equal parts =… The number of equal parts =…

The number of shaded parts = … The number of shaded parts = …
Fraction =… Fraction =…

2. Fill in the blanks to express that the following fractions are equivalent.
3 6 27 …
a. 5 = … = … = 50 Remember:

a am a an
5 … 25 …  
b. 7 = 21 = … = 49 b bm b bn
48 … 16 …
c. 54 = 27 = … = 9

Answer:
3 3×2 3×9 … 3 6 27 …
a. 5 = … = … = 5 ×10 Then 5 = 10 = … = 50

5 … 5× 5 …
b. 7 = 7 × 3 = … = 7 × 7 Then …
48 … 16 …
c. 54 = 27 = … = 9

3. Use notation >, <, or = to express the relationship between each of following pair of
fractions.
 3 2 3 2
a. … the denominator is equals, then compare the numerator: 3>2, then >
5 5 5 5
7 3
b. …
10 4
The denominators are different, make both denominator be equals by finding the LCM
(KPK) then compare the numerator.
7 3 7 ×2 3× 5 14 15 7 3
… = … = … . So , …
10 4 10 ×2 4 ×5 20 20 10 4
5 1
c. …
6 4
6 3
d. …
10 8
7 5
e. …
8 6
1 2
f. …
4 5

4. Express the following fractions into the simplest form.

15 15÷ … …
a. 20 , GCD (FPB) of 15 and 20 is … then 20÷ … = …
16 … 24 … 28 …
b. 30 = … c. 180 = … d. 36 = …

5. Sort the following fractions in an ascending order.

1 2 1
a. , , make the denominator be equals by finding the LCM of 6, 3, and 9.
6 3 9
1× 3 3 2× 6 12 1× … … 3 12
= , = , = then … ¿ < <¿ …
6 ×3 18 3× 6 18 9 ×… … 18 18
1 1 2
So ,the ascending order is , ,
9 6 3
3 5 3
b. , ,
5 8 10

3 3 3
c. , ,
4 8 5