# 4Th Grade Equivalent Fractions Worksheets

Document Sample

```					                                       The CROSSROADS Project
Summer 2004

UNIT COVER PAGE

Subject:      Mathematics                  Grade Level (Circle):    4

Unit Title: Equivalent Fractions & Decimals

Description:
Equivalent Fractions and Decimals

Math Standard: Number, Number Sense and Operations Standard

Grade Level Indicator: Identify and generate equivalent forms of fractions and decimals.

Duration: 5-7 days

Creators (Design Team Members): Kathie Malone, Pam Warstler, Shelly Pilsitz
Unit Test Template

Unit Title: ____Crazy4Math Fractions & Decimals______ Grade Level : 4
Math Standard: _________NSO__________________ Indicator Number: ____1______

Teacher’s Name ________________________________ Building _________________________
District ________________________________________ Date of Testing ___________________

Skills & Concepts: Pre-Test
Student’s Name ____________________________________             Total Score: _____/20

A. Multiple Choice (2 points each; 10 points total)
Directions to the student: Show how you solve each problem in the box provided. Use words, pictures, or
numbers. Then circle the LETTER of the correct answer.

1. Identify the shaded rectangle that represents the equivalent form of 6/8?

b.

c.

d.

2. The following examples show fractions and decimals. Choose the example that is not equivalent.

b.   3/10, 0.3

c.    1/4,    0.14

d.    3/4,     0.75

3. Which of the following examples is equivalent?

b.   2/3,    one tenth

c.   one third,       0.13

d.   7/14,    one half
4. Identify the equivalent pair.

How did you find your answer?                         a.   Five fifths is equal to five

b.   Five fifths is equal to ten

c.    Five fifths is equal to one

d.    Five fifths is equal to zero

5. Identify the equivalent decimal that represents the shaded area of this fraction bar.

a. 0.5

b. 0.2

c.   0.1

d.   1.5

Objective Test Sub-Score: _____/10

B. Multiple-Step Problem Solving (3 points)
Directions to the student: Find the answer to this question. Be sure to finish the WHOLE question. You may
use words, pictures, or numbers. Be sure to show your work.

In physical education class, Patty ran 7/8 of a mile. Sandy ran 3/8 of a mile. Pete ran 1/2 of a mile. Joe
ran 1/4 of a mile. On the number line below, Patty’s and Sandy’s distances have already been plotted.
Plot Pete’s and Joe’s distances on the same number line.

0                     3/8                       7/8           1
Sandy                      Patty

Score: _____/3
C. Try It Another Way! (3 points)

Directions to the student: Read the question below.

An odometer on a bicycle measures miles in tenths. Sean bicycled ½ of a mile to school. Draw, write
about, or use number sentences to show TWO DIFFERENT ways to represent how far Sean traveled in
equivalent decimal form.

Method #1                                               Method #2

Score: _____/3

D. Extended Response (4 points)
Directions to the student: Use sentences to answer this question.

Johnny cut his pizza in 10 pieces. He ate 2/5 of the pizza before he decided to share with his 7 friends.
Does he have enough left to give each of his friends one piece of pizza? Explain why or why not.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Score: _____/4
Unit Pre-Test

Multiple Choice (2 points each; 10 possible)

1. B

2. C

3. D

4. C

5. B

Multi-Step Problem Solving (3 points each)
Scoring Rubric:

3= All three correct: a. Pete’s distance plotted at 4/8, b. Joe’s distance plotted at 2/8, c. correct
conversions

2= Two out of three correct from answers a., b., and c

1= One out of three correct from answers a., b., and c

0= Incorrectly plots both distances and shows no understanding of the concept.

Try It Another Way! (3 points)
Scoring Rubric:

3= Represents two ways to show the equivalent decimal form with appropriate explanations.

2= Represents two ways to show the equivalent decimal form with limited explanations.

1= Represents one way to show the equivalent decimal form with no explanation.

0= Represents no equivalent decimal or explanation.

Extended Response (4 points)
Scoring Rubric:

4= Include all four concepts: a. Answers no, b. Explains conversion 2/5 =4/10, c. Explains what’s left is6/10, d. Explains
that 6 is not enough because 6 is less than 7.

3= Explains three out of the four concepts.

2= Explains two out of the four concepts.

1= Explains one out of the four concepts.

0= Shows no understanding.
LESSON PLAN #1

Unit Title: Equivalent Fractions and Decimals
Math Standard: Number, Number Sense, and Operations
Math Indicator: Identify and generate equivalent forms of fractions and decimals.

Objective: Each fourth grade mathematics student will demonstrate and explain that ten tenths is the same as
one whole in both fraction and decimal form; e.g. 5/5=1.0, 6/6=1.0, 2/2=1.0, 10/10=1.0

Materials: pattern blocks, paper, pencil, inch graph paper strips (2 10 x 1 inch blue strips and 2 4 x1 inch
yellow strips), scissors, worksheet (see attachment)

Procedures:
1. Write the number 1 on the board. Ask: Is there any other way to represent the number 1? Explain to
students that they will discover how to write the number 1 in fraction form in many different ways and in
decimal form. Before they begin the activity, read through the directions on the worksheet and explain what
they are expected to do. Review the assessment.

2. Pass out pattern blocks and worksheets. Using the pattern blocks, have each student do #1 and discuss their
answers. Repeat with #2, #3, #4.

3. Have them compare their findings and discuss what discoveries that they made. Students should conclude
that 1/1=1.0, 2/2=1.0, 3/3=1.0, 6/6 =1.0. So any number over itself equals 1.0.

4. Have students write their discoveries and conclusions from this activity in their own words on the space
provided on their worksheet.

5. Pass out yellow and blue strips and scissors.

6. Using one of the yellow strips, have students complete #5 on the worksheet and discuss their answers. Using
the other yellow strip, repeat the same process with #6.

7. Discuss discoveries and conclusions. Students should conclude that 4/4=1.0, 8/8=1.0 so any number over
itself equals 1.0. They may also discover equivalent fractions such as 2/8=1/4, 6/8=3/4, etc.

8. Have students write their discoveries and conclusions from this activity in their own words on the space
provided on the worksheet.

9. Using the blue strips have students complete #8 and #9 on the worksheet individually and discuss their

10. Have students write their discoveries and conclusions from this activity in their own words on the space
provided on the worksheet.
Product: Working Worksheet (see attachment)

Assessment Criteria: On the working worksheet, students will show their conceptual knowledge of this concept
through written words and sentences. Out of the three opportunities to explain this concept on the worksheet,
students should show full understanding.

Rubric: 3= Shows complete understanding

2= Shows some understanding

1= Shows little understanding

0= Shows no understanding

Attachments

(One Whole in Fraction and Decimal Form)
One Whole in Fraction and Decimal Form

Name ________________________________________________________

Directions: Use the pattern blocks to answer the following four questions.

1.Find one hexagon. How many hexagons is this? _____ Decimal form _____ What is your fraction?_____

2.Create another hexagon using two different equal shapes. What is your fraction? _____ How many hexagons
are there? _____ Decimal form _____

3. Create another hexagon using three different equal shapes. What is your fraction? _____ How many
hexagons are there? _____ Decimal form _____

4. Create another hexagon using four different equal shapes. What is your fraction? _____ How many
hexagons are there? _____ Decimal form _____

Write in your own words what you discovered or concluded from the above activities.

5. Fold and cut one of the yellow strips into 4 equal parts. What is the fraction for one part of the strip? _____

What is the fraction for two parts of the strip? _____ What is the fraction for three parts of the strip? _____
What is the fraction for four parts of the strip? _____ Which fraction is equal to one whole (1.0)? _____

6. Using the other yellow strip, fold and cut the strip into 8 equal parts. What is the fraction for one part of the
strip? _____ What is the fraction for four parts of the strip? _____
What is the fraction for eight parts of the strip? _____ Which one is equal to 1.0? _____

7. Compare your two yellow strips and fractions for #5 and #6. What discoveries and conclusions have you
come to? Do you see any relationships? Explain yourself in words and sentences.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

8. Using one of the blue strips, fold and cut the strip into 10 equal parts. What is the fraction for one part of the
strip? _____ What is the fraction for three parts of the strip? _____ What is the fraction for ten parts of the
strip? _____ Which one is equal to 1.0? _____
9. Using the other blue strip, fold and cut this strip into 5 equal parts. What is the fraction for one part of the
strip? _____ What is the fraction for two parts of the strip? _____ What is the fraction for three parts of the
strip? _____ What is the fraction for five parts of the strip? _____
Which one is equal to one whole (1.0)? _____

10. Compare your two yellow strips and fractions for #8 and #9. What discoveries and conclusions have you
come to? Do you see any relationships? Explain yourself in words and sentences.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
LESSON PLAN #2

Unit Title: Equivalent Fractions and Decimals
Math Standard: Number, Number Sense, and Operations
Math Indicator: Identify and generate equivalent forms of fractions and decimals.

Objective: Each fourth grade mathematics student will identify equivalent fractions using concrete and pictorial
models.

Materials: Computers with internet access and printers, scrap paper and pencil

Procedures:
1. Each student will access “Who Wants Pizza” A Fun Way to Learn about Fractions by typing in the
URL: http://math.rice.edu/~lanius/fractions/index.html
2. Click on introduction. Students will read through the introduction.
3. At “Something for You to Do”, students will answer five questions by clicking on correct lettered circle.
4. Students click on “get score”
5. Students will answer final question in their head or by using scrap paper and click on answer to see if
they are correct.
6. Have students print out pages 3 and 4.
7. Click on “To the Next Fun Activity” Who Wants Pizza? Practice 1
8. Students will click on squares to make the three fractions and click on “Submit”
9. Click on “To the Next Fun Activity” Who Wants Pizza? Part 2
10. Students will repeat the same process that they used in the above steps #2-9
11. Students read through Who Wants Pizza? Part 3 until “Something For You to Do”
12. Students answer the five questions by clicking on the correct lettered circle. Answer the next four in
their head or by using scrap paper and click on answer for each question to check themselves.
13. Have students print out pages 3 and 4.
14. Click on file to close

Product:
Three print outs with # of correct answers on Part 1,2, and 3

Assessment Criteria: Rubric

5=   All five answers are correct on each part (Part 1,2, and 3)
4=   At least four answers are correct on each part
3=   At least three answers are correct on each part
2=   At least two answers are correct on each part
1=   At least one answer is correct on each part
0=   0-1 answer is correct on each part

Attachments
(None)
LESSON PLAN #3

Unit Title: Equivalent Fractions and Decimals
Math Standard: Number, Number Sense, and Operations
Math Indicator: Identify and generate equivalent forms of fractions and decimals.

Objective: Each fourth grade mathematics student will identify and generate equivalent forms of fractions and
decimals using physical, verbal, and symbolic representations.

Materials: pizza circles (see attachment), pizza tables (see attachment), scissors, crayons, colored pencils,
markers, pencils, one inch centimeter graph paper, rubric assessment

Procedures:
1. Ask students what kind of toppings are their favorite on pizza. Make a tally chart on the board as they
respond. Explain to students that they will be making eight different pizzas with a different topping on
each. All their pizzas will be cut into a different number of equal pieces. They will be explaining on a
chart through fractions, pictures, and/or decimal exchanges that could be made by gluing their pieces
down and writing the equivalent fractions in fraction or decimal form to show equivalent fractions or
decimals.
2. Review: Give student eight 16 x1 inch graph strips. Have them cut one strip into two equal parts.
Label each part ½ and lay both on top of another full strip to discuss 2/2=1.0. Have them cut another
strip into four equal parts. Label each part ¼ and lay all four parts on top of another full strip to show
4/4=1.0. Repeat these steps with the remaining four strips to show 1/8, 8/8=1.0 and1/16, 6/6=1.0.
3. Let them move their parts around to discover any other equivalent fractions and discuss their
conclusions. As they share write their discoveries on the board. They should conclude
1/2=2/4=4/8=8/16 and/or 4/16=1/4=2/8. They may also discover that you multiply or divide to convert.
4. Give students a graph strip that is 10 x 1 inch. Have students cut up into 10 equal parts. Label each
1/10. Discuss how to write 0.1,0.2,0.3,0.4,0.5,0.6,0.7,0.8,0.9,1.0. Label decimals on the parts as well.
5. Give students another strip 10 x1 inch. Ask them how they could cut this into 5 equal parts. Cut it and
label each 1/5.
6. Let them move their tenths and fifth parts around to discover any equivalent forms of fractions and/or
decimals. Discuss their conclusions and write their discoveries on the board as they share. They should
conclude that 1/2=5/10=0.5, 1/5=2/10=0.2, 4/10=2/5=0.4, 6/10=3/5=0.6, 8/10=4/5=0.8.
7. Pass out paper pizzas (circles) and equivalent pizza charts.
8. Directions for pizza activity:
a. Draw a different topping on each pizza.
b. Color each pizza with markers, crayons, or colored pencils.
c. Cut out equal parts for each pizza (2,4,6,8,16,10, 12)
d. Manipulate pieces of pizza to make equivalent fractions that will match the fraction or decimal
on the chart. Write the equivalent fraction or decimal and include the equals sign in the picture,
too.
e. Share their answers with a partner. Peer checking. Revise any manipulations or written
symbols. Glue pieces of pizza on chart to show equivalent fractions or decimals.
f. Display charts on bulletin board for entire school. “Pizza Party”
Product: Pizza Charts

Assessment Criteria: 6=   Have 6 correct equivalent fractions in picture form and fraction and/or decimal form.
5=   Have 5 correct equivalent fractions in picture form and fraction and/or decimal form.
4=   Have 4 correct equivalent fractions in picture form and fraction and/or decimal form.
3=   Have 3 correct equivalent fractions in picture form and fraction and/or decimal form.
2=   Have 2 correct equivalent fractions in picture form and fraction and/or decimal form.
1=   Have 1 correct equivalent fraction in picture form and fraction and/or decimal form.
0=   No correct equivalent fractions in picture form and fraction and/or decimal form.

Attachments: See next two pages
Pizza Conversions!                                     Name _________________________

Directions: Convert each fraction to its decimal equivalent, or each decimal to its
fractional equivalent. Draw a picture to show your thinking for each one.

2/6 = _____                                     0.3 = _____

12/16 = _____                                    6/8 = _____

1/2 = _____ (decimal form)                      3/6 = _____ (decimal form)

0.5 = _____
Now YOU make one up!
LESSON PLAN #4

Unit Title: Equivalent Fractions and Decimals
Math Standard: Number, Number Sense and Operations
Math Indicator: Identify and generate equivalent forms of fractions and decimals

Objective:
Each 4th grade mathematics student will use a 10x10 square and number line to show equivalent forms
of familiar fractions and decimals .

Materials:
Decimal square paper (3 copies for each student)
Construction paper
Crayons/colored pencils
Paper for group number lines
Post-it notes

Procedures:
1. Have students cut out 10 x 10 square and ten bar grids. With a 10x10 square have students fold the
square in ½. Then shade in ½. Glue this shaded square on a piece of construction paper. Under the
square write the fraction in familiar form, then as a base ten fraction, and finally as a decimal. (1/2,
50/100, 0.5)

2. Next explore fourths. (Repeat the process from # 1) Have the students show ¼ in 2 different ways
(example shading in a 5x5 square and using strips). Repeat for ¾.

3. Let students explore with shaded diagrams that they made to discover equivalent fraction and
decimal pairs. Discuss findings and record on chalkboard.

4. Next explore fifths using the 10 x 10 paper following the process in # 1.

5. Have students explore tenths using the ten bar grid by relating diagrams to the diagrams made in
exploring fifths. ( example: 4/10 =2/5 =0.4)

Extending the lesson using number lines to show equivalent fraction/decimal pairs.

6. Give each student a post-it with a fraction, number, or decimal on it. Students go to the board and
without talking, put their post-its on the board from least to greatest in number line format. (1/2,
5/10, 50/100, 0.5, ¼, 25/100, 0.25, ¾, 75/100, 0.75, 1/5, 2/10, 20/100, 0.2, 2/5, 4/10, 40/100, 0.4,
3/5, 6/10, 60/100, 0.6, 4/5, 8/10, 80/100, 0.8, 5/5, 10/10, 100/100, 1.0 )
7. Discuss this product (number line) noting relationships and making necessary revisions.

8. Discuss the number line concept to show equivalent fractions/decimals.

9. Explain the final product to students. Students will work in small groups to create original number
lines that represent at least 5 plotted pairs of equivalent fractions/decimals.
Product:
Group generated number lines.

Assessment Criteria:
Rubric
5 = Five correctly plotted pairs of equivalent fractions/decimals

4 = Four correctly plotted pairs of equivalent fractions/decimals

3 = Three correctly plotted pairs of equivalent fractions/decimals

2 = Two correctly plotted pairs of equivalent fractions/decimals

1 = One correctly plotted pairs of equivalent fractions/decimals

0= 0 correctly plotted pairs of equivalent fractions/decimals

Attachments

none
LESSON PLAN #5

Unit Title: Equivalent Fractions and Decimals
Math Standard: Number, Number Sense and Operations
Math Indicator: Identify and generate equivalent forms of fractions and decimals

Objective:
Each 4th grade mathematics student will: Use fractions and decimals to approximate what part of a
chapter in one of their textbooks contains pictures.

Materials:
Textbooks (from any subject OTHER than math!)
Grid transparency for each group (see attachments)
Visa vie markers
Calculators
Textbook/pictures record sheet (see attachments)

Procedures:
Begin by asking students to predict what part of a chapter in their textbook contains pictures.
Discuss this in equivalent decimals and fractions.

Decide with the class what will be considered pictures (graphs, photos, etc.)

Divide the class into small groups and give each group a set of materials.

Assign the same chapter to all groups or vary the activity by assigning different chapters in the same
book or use different books.

Explain the worksheet to students to be sure they know what is expected of them. Tell students whether
you expect one worksheet per group or one per each student. Be sure to explain to the students that the
decimal and fraction data from each page must be in equivalent forms. Now might be a good time to
review equivalent forms of fractions and decimals. Discuss with students appropriate ways to record
data (ex charts).

Allow student groups to determine how they are going to use the 100 grid to collect the data.
Have groups experiment with the grid transparency and then bring the whole group back together to
discuss their findings. (Example-lay the transparency on the page and color in with markers all the
squares that cover the picture-count the colored squares.)
Then instruct the students to use the grid to check each page in the chapter and record the data.

Discuss with students how to add and find the mean.

When groups have completed the worksheet, compare results as a class, and discuss.

Product:
Completed worksheet (one per group or one per each student-specify in directions) that shows data
collected in equivalent decimal and fraction forms, explanation of how the grid sheet was used and
explanation of results.
Assessment Criteria:
Rubric criteria: a) data collected in equivalent forms, b) reasonable explanation of how the group used
the grid, c) mean in fraction and decimal form, d) reasonable explanation of results

4= all 4 a, b, c, d correct

3= 3 out of 4 correct

2= 2 out of 4 correct

1= 1 out of 4 correct

0= 0 correct

Attachments
100 grid (copy as a transparency)
Textbook/picture record sheet
Textbook/picture Record Sheet

1. Make a prediction of how much of a chapter in your textbook contains pictures.

Decimal___________________        Fraction_____________________

2. Using your 100 grid transparency, determine what part of each page is pictures and record your data
here. Be sure to use both fraction and decimal form. Create a chart to collect your data here.
3. Tell how you used the 100 grid transparency to decide what part of the chapter is pictures.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. Use your data to find the mean part of the chapter that is pictures. Show your work here. Be sure to

5. Explain what your results show.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
RECOMMENDED UNIT RESOURCES

Print Resources
Activity Math: Using Manipulatives in the Classroom by Bloomer and Carlson

Elementary Middle School Mathematics by John A. Van De Walle

Internet Sites for Teacher Reference
http://www.pbs.org/teachersource/mathline/lessonplans

Internet Sites for STUDENT Use
http://math .rice.edu/~lanius/fractions/index.html

Unit Test Template

Unit Title: ______________________________________________ Grade Level : 3 4                5
Math Standard: ___________________________ Indicator Number: __________

Teacher’s Name ________________________________ Building _________________________
District ________________________________________ Date of Testing ___________________

Skills & Concepts: Post-Test
Student’s Name ____________________________________             Total Score: _____/20

A. Multiple Choice (2 points each; 10 points total)
Directions to the student: Show how you solve each problem in the box provided. Use words, pictures, or
numbers. Then circle the LETTER of the correct answer.

1. Identify the shaded shape that represents the equivalent form of 4/12?

b.

c.

d.

2. Which of the following examples is NOT equivalent to 4/5?

b.

c.

d.     0.45

3. Which of the following examples is equivalent?

b.     three fourths,       0.34

c.     two thirds,      0.33

d.     five tenths,     0.5
4. Identify the example that represents one whole in fraction form?

b.     10/100

c.     1/100

d.     0/100

5. Identify the shaded parts of the rectangle that represents the equivalent form of 2/5.

b.

c.

d.

Objective Test Sub-Score: _____/10

B. Multiple-Step Problem Solving (3 points)
Directions to the student: Find the answer to this question. Be sure to finish the WHOLE question. Be sure to

Billy rode his skateboard 3/10 of a mile and Kyle rode his skateboard 4/5 of a mile.

Plot each distance as a decimal on the number line. Label Billy’s distance with a “B” and Kyle’s distance
with a “K.”

0                            0.5                              1

Score: _____/3
C. Try It Another Way! (3 points)
Directions to the student: Read the question below.

Miles can be measured in tenths. John had to run six tenths of a mile to reach his friend’s house. Draw,
write about, or use number sentences to show two different ways to represent how far John ran in
equivalent fraction form. Explain each answer in words.

Method #1                                             Method #2

Score: _____/3
D. Extended Response (4 points)

Fraction Form

____________

Decimal Form

____________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Score: _____/4
Unit Post-Test

Multiple Choice (2 points each; 10 possible)

1. D

2. D

3. A

4. A

5. C

Multi-Step Problem Solving (3 points each)
Scoring Rubric:

3= Plotted both decimals correctly on the number line and showed work.

2= Plotted both decimals without showing work

1= Plotted one decimal without showing work.

Try It Another Way! (3 points)
Scoring Rubric:

3= Represents two ways to show the equivalent fraction form with appropriate explanations.

2= Represents two ways to show the equivalent fraction form with limited explanations.

1= Represents one way to show the equivalent fraction form with no explanation.

0= Represents no equivalent fraction or explanation.

Extended Response (4 points)
Scoring Rubric:
4= Answers ½ and .5 and explains in detail what process they used to get their answer using mathematical terms.

3= Answers ½ and .5 with limited explanation.

2= Shows some understanding of equivalent fractions and decimals through answers or explanation.

1= Answers 1/2 with no explanation.

0= Answers incorrectly and has no appropriate explanation.

Enhancing Mathematics Education,
Stark County, Ohio

UNIT TEST
Composite Data Record
Unit Title: ______________________________________________ Grade Level : 3 4                  5
Math Standard: ___________________________ Indicator Number: __________

Teacher’s Name ________________________________ Building _________________________
District ________________________________________
Date of Pre-Testing ___________________     Date of Post-Testing ___________________
Number of Students Tested _____________     Number of Students Tested __________

POINTS AWARDED
Pre-Test Class Average Post-Test Class Average                  Change (+/-)
Part A (Multiple
Choice)
10 points possible
Part B (Multi-Step
Problem Solving)
3 points possible
Part C (Variant
Methods)
3 points possible
Part D (Extended
Response)
4 points possible

TOTAL Score
20 points possible

Please write 1-3 paragraphs describing your experiences with this unit, what the test results suggest to you, and
how you plan to use this information in your teaching practices. Attach this response along with the student test

PAYMENT awarded with submission of: (1) this completed form, (2) paragraph(s) as described, and (3) ONE
student’s pre- and post-test set. Please white-out the student’s last name to protect his/her identity.