Equivalent fractions: quick quiz

Learning goal. Students can recognise and find fractions equivalent to a given fraction, including simplifying and tenths to hundredths. They can say why multiplying or dividing the top and bottom by the same number (not zero) keeps a fraction the same size, while adding the same number to both usually changes it.

Who uses it. Year 5–6 students, on their own or in pairs, on a laptop, tablet or phone. It is a 10-minute starter or plenary after equivalent fractions have been taught. The teacher glances at each student's end summary to decide what to reteach.

The learning move. Retrieval practice with feedback that explains. Students answer from memory, then see straight away why the right answer is right and what is wrong with the answer they chose.

How students reach it. One .html file, opened in a web browser on the student's device. There is no login and no account, and it needs no internet once it is on the device. Publishing it as a link is a stretch (card 17).

Must do.

• 8 questions, each with 3 plausible options. The position of the right answer varies, and the right answer is rarely the longest option.
• After every answer, say right or wrong in words, explain why the right answer is right, and add a note about the wrong option the student chose.
• Lock the answer once it has been checked.
• End with a summary that lists the questions to look at again, and suggest trying again in a few days.
• Work with the keyboard alone and at phone width.

Must never do.

• Add timers, points, scores to beat, leaderboards, confetti or sounds.
• Use "all of the above" or "none of the above".
• Use colour as the only sign of right or wrong.
• Ask for names, or save or send answers.
• Load anything from the internet, or call an AI.

Acceptance criteria.

1. Every keyed answer is mathematically correct and every wrong option is wrong: each one is worked out, not judged by eye.
2. Every answer, right or wrong, shows an explanation that names the reason (multiply or divide both, not add).
3. A student can finish the whole quiz with the keyboard only, and can always see where the focus is.
4. At 320 px wide there is no sideways scrolling, and all text has a contrast of at least 4.5:1.
5. The page makes no network requests and stores nothing.

Test cases (written before building).

Non-goals. It is not a test or a grade. It does not track students. There is no adaptive difficulty and no shuffled question order: the same quiz is meant to be reused. It does not teach the idea from scratch.

Reuse plan (checklist item 11). Run it again as a starter about a week later and about a month later. The second time, mix in two questions from another fractions topic.

Check of learning (checklist item 12). A week later, give three unseen equivalent-fraction questions on paper. Compare them with the Worth another look list from the first attempt.

Copy this, fill in the four [YOUR CLASS: …] gaps with your partner, then give it to your AI tool with the .html file.

Learning goal. [YOUR CLASS: in one sentence, what should your students know or do better after this quiz?]

Who uses it. [YOUR CLASS: year group, when in the lesson (starter, plenary, homework), and which devices]

The learning move. Retrieval practice with feedback that explains. Students answer from memory, then see straight away why the right answer is right and what is wrong with the answer they chose.

How students reach it. One .html file, opened in a web browser. No login, no account, no internet needed.

Must do. [YOUR CLASS: 6–8 questions on … . For each wrong option, what misconception does it catch?] Every question keeps 3 options, a varied answer position, a "why" for the right answer and a note on each wrong option. Lock the answer after checking. End with a summary of what to look at again and a suggestion to retry in a few days. Keyboard and phone width must work.

Must never do. Timers, points, leaderboards, confetti or sounds; "all/none of the above"; colour as the only sign of right or wrong; names, saving or sending answers; loading anything from the internet; calling an AI.

Acceptance criteria.

1. [YOUR CLASS: how will you check every answer is right? For example, work each one out by hand and have your partner check it too.]
2. Every answer, right or wrong, shows an explanation.
3. The whole quiz can be done with the keyboard only, and the focus is always visible.
4. No sideways scrolling at phone width; all text has a contrast of at least 4.5:1.
5. No network requests; nothing is stored.

Test cases. Keep T1–T5, T7 and T8 above, changing the question numbers to match your quiz. Rewrite T6 for your topic: "Answer key: exactly one option per question is correct, checked by ___."

Non-goals. Not a test or a grade; no tracking; no adaptive difficulty.

• An automated browser test ran every test case above at 320 px wide, using the keyboard only. All passed.
• Every option of every question was chosen in turn: only the keyed answer was marked correct, and each of the 16 wrong options was marked wrong with its own note.
• Each right answer was worked out from its question, and every sum and comparison in the feedback (for example "11/12 is more than 2/3") was checked.
• Accessibility: text contrast at least 4.5:1, a visible focus outline at every Tab stop, controls at least 24 × 24 px, no sideways scroll at 320 px, nothing moves, and no issues found by the axe-core accessibility checker.
• The page made no network requests and stored nothing.
• Not tested: real screen readers, Safari and Firefox, or real phones. Try it on a class device before you use it.

What went wrong in testing, and the fix

• Students could skip questions. The Next question button showed before any answer was checked, because a layout rule overrode the setting that hides it. Fix: hidden things now stay hidden, and T4 and T5 check it.
• Over-general feedback. A note said "adding the same number to the top and bottom does not keep a fraction the same size". That is false for fractions equal to 1 (2/2 = 3/3). Each note about adding now names this case and makes one comparison that can be checked, such as "Here, adding changed the size: 2/3 is more than 1/2".
• The right answer was the longest option three questions in a row (Q5–Q7), which gives the answer away. Fix: Q5 and Q6 have new wrong options as long as the right one, each catching a real mistake, and Q7's three options are now about the same length.

The teacher's build checklist (12 points)

1. "Change the 8 questions to [topic] for Year [n]. Keep 3 options each, vary where the right answer is, keep a 'why' and a note on each wrong option, and set stackFractions to false. Change nothing else, and list every answer so I can check it by hand."
2. "Add one more question that catches the misconception [describe it], in exactly the same format as the others. Change nothing else, and tell me how to check the answer."
3. "Translate everything students read into Arabic and make the page right-to-left. Change nothing else; I will check the translation and the maths myself."