Understanding fractions becomes much easier when you practise different types of questions regularly. In Class 7 Maths Chapter 8 Working with Fractions, students learn how to identify different types of fractions, perform arithmetic operations, convert mixed numbers, and apply these concepts to solve real-life problems. These skills are important not only for school exams but also for building a strong foundation for future mathematics topics.
This page offers a carefully prepared collection of Class 7 Maths Chapter 8 Working with Fractions MCQs with Answers based on the latest CBSE Board syllabus and NCERT curriculum. The MCQs include concept-based, calculation-based, and competency-based questions to help you test your understanding in a structured way. Each question is accompanied by the correct answer and a brief explanation, allowing you to learn the concept instead of simply memorising the solution.
Whether you are revising before a class test, preparing for your annual examination, or completing homework, these Class 7 MCQs provide a quick and effective way to check your preparation. If you want to strengthen your overall maths skills, you can also explore our collection of Class 7 Maths MCQs for other chapters. Regular practice, combined with a clear understanding of concepts, can improve both your accuracy and confidence in solving mathematical problems.
Class 7 Maths Chapter 8 Working with Fractions MCQs with Answers and Explanations
Practising MCQs is a simple and effective way to revise the important concepts of fractions. The questions below are based on the latest CBSE Class 7 syllabus and cover different topics from Chapter 8 Working with Fractions. Read each question carefully, choose the correct answer, and go through the explanation to understand the concept better.
Q. Which fraction represents a quantity greater than one whole?
A. (\frac{3}{8})
B. (\frac{5}{9})
C. (\frac{11}{7})
D. (\frac{4}{11})
Answer: C
Explanation: A fraction is greater than one whole when its numerator is larger than its denominator. Such fractions are called improper fractions. Here, ( \frac{11}{7} ) is greater than 1, while the other fractions represent values less than one whole.
Q. Riya added ( \frac{2}{9} ) and ( \frac{4}{9} ). What should be her final answer?
A. ( \frac{6}{18} )
B. ( \frac{2}{13} )
C. ( \frac{6}{9} )
D. ( \frac{8}{9} )
Answer: C
Explanation: Since both fractions have the same denominator, only the numerators are added. The denominator remains unchanged. Therefore, (2+4=6) and the answer becomes ( \frac{6}{9} ). It can also be simplified further, but ( \frac{6}{9} ) is the correct result of the addition.
Q. Before adding ( \frac{3}{5} ) and ( \frac{2}{7} ), what should you do first?
A. Multiply the numerators
B. Find a common denominator
C. Add the denominators
D. Convert both into decimals
Answer: B
Explanation: Fractions with different denominators cannot be added directly. The first step is to find a common denominator, usually using the LCM of the denominators. After converting both fractions into equivalent fractions, you can add their numerators correctly.
Q. Which expression gives the correct value of ( \frac{3}{4} \times \frac{2}{5} )?
A. ( \frac{6}{20} )
B. ( \frac{5}{8} )
C. ( \frac{6}{9} )
D. ( \frac{8}{15} )
Answer: A
Explanation: When multiplying fractions, multiply the numerators together and the denominators together. Here, (3 \times 2 = 6) and (4 \times 5 = 20). The product is ( \frac{6}{20} ), which may be simplified later if required.
Q. Which reciprocal should be used while dividing by ( \frac{4}{9} )?
A. ( \frac{9}{4} )
B. ( \frac{4}{9} )
C. ( \frac{5}{9} )
D. ( \frac{4}{5} )
Answer: A
Explanation: The reciprocal of a fraction is obtained by interchanging its numerator and denominator. While dividing fractions, the second fraction is replaced with its reciprocal. Therefore, the reciprocal of ( \frac{4}{9} ) is ( \frac{9}{4} ).
Q. Which mixed number is equal to the improper fraction ( \frac{13}{4} )?
A. (2\frac{1}{4})
B. (3\frac{1}{4})
C. (3\frac{3}{4})
D. (4\frac{1}{3})
Answer: B
Explanation: Divide 13 by 4. The quotient is 3 and the remainder is 1. The quotient becomes the whole number, while the remainder forms the numerator of the fractional part. So, ( \frac{13}{4} = 3\frac{1}{4} ).
Q. A recipe needs ( \frac{1}{2} ) cup of milk for one cake. How much milk is needed for two cakes?
A. ( \frac{1}{2} ) cup
B. ( \frac{3}{2} ) cups
C. 1 cup
D. 2 cups
Answer: C
Explanation: Two cakes require twice the amount of milk. Multiplying ( \frac{1}{2} ) by 2 gives ( \frac{2}{2} = 1 ). This question shows how fractions are used in everyday situations like cooking and measuring ingredients.
Q. Which pair contains equivalent fractions?
A. ( \frac{2}{5} ) and ( \frac{4}{10} )
B. ( \frac{3}{7} ) and ( \frac{5}{7} )
C. ( \frac{1}{4} ) and ( \frac{2}{5} )
D. ( \frac{5}{8} ) and ( \frac{7}{8} )
Answer: A
Explanation: Equivalent fractions represent the same value even though their numerators and denominators are different. Multiplying both the numerator and denominator of ( \frac{2}{5} ) by 2 gives ( \frac{4}{10} ), so both fractions are equal.
Q. What is the value of ( \frac{2}{3} \div \frac{1}{6} )?
A. 4
B. 3
C. 2
D. ( \frac{1}{9} )
Answer: A
Explanation: Division of fractions is performed by multiplying the first fraction by the reciprocal of the second fraction. Here, ( \frac{2}{3} \times \frac{6}{1} = \frac{12}{3} = 4 ). Remembering the reciprocal rule makes such questions much easier.
Q. Which statement about adding unlike fractions is correct?
A. Add the numerators and denominators separately.
B. Convert the fractions to equivalent fractions with a common denominator first.
C. Multiply the denominators before adding the numerators.
D. Always change the fractions into mixed numbers first.
Answer: B
Explanation: Unlike fractions have different denominators, so they cannot be added directly. They must first be converted into equivalent fractions with the same denominator. Once the denominators match, the numerators can be added while keeping the denominator unchanged. This method ensures the answer is mathematically correct.
Q. Meera converted (2\frac{3}{5}) into an improper fraction. Which answer is correct?
A. ( \frac{12}{5} )
B. ( \frac{13}{5} )
C. ( \frac{11}{5} )
D. ( \frac{10}{5} )
Answer: B
Explanation: To convert a mixed number into an improper fraction, multiply the whole number by the denominator and then add the numerator. Here, (2 \times 5 + 3 = 13). The denominator remains 5, so the correct improper fraction is ( \frac{13}{5} ).
Q. Which fraction is already written in its simplest form?
A. ( \frac{8}{12} )
B. ( \frac{15}{20} )
C. ( \frac{7}{9} )
D. ( \frac{18}{24} )
Answer: C
Explanation: A fraction is in its simplest form when the numerator and denominator have no common factor other than 1. Since 7 and 9 do not share any common factor, ( \frac{7}{9} ) cannot be reduced further.
Q. Aman shaded 5 out of 8 equal parts of a rectangle. Which fraction represents the shaded portion?
A. ( \frac{3}{8} )
B. ( \frac{5}{13} )
C. ( \frac{5}{8} )
D. ( \frac{8}{5} )
Answer: C
Explanation: The numerator shows the number of shaded parts, while the denominator shows the total equal parts. Since 5 out of 8 parts are shaded, the fraction representing the shaded area is ( \frac{5}{8} ).
Q. What is the result of ( \frac{7}{10} - \frac{3}{10} )?
A. ( \frac{4}{10} )
B. ( \frac{10}{20} )
C. ( \frac{4}{20} )
D. ( \frac{3}{10} )
Answer: A
Explanation: The denominators are the same, so subtract only the numerators. The denominator remains unchanged. Therefore, (7 - 3 = 4), giving the answer ( \frac{4}{10} ), which may also be simplified to ( \frac{2}{5} ).
Q. Which operation is needed to solve ( \frac{3}{4} ) of 16?
A. Addition
B. Division
C. Multiplication
D. Subtraction
Answer: C
Explanation: The phrase "of" in mathematics usually means multiplication. Multiply ( \frac{3}{4} \times 16 ) to find the required value. Recognising keywords like "of" helps students choose the correct mathematical operation.
Q. Which pair of fractions can be added directly without finding the LCM?
A. ( \frac{2}{3} ) and ( \frac{5}{6} )
B. ( \frac{4}{9} ) and ( \frac{2}{9} )
C. ( \frac{1}{4} ) and ( \frac{3}{8} )
D. ( \frac{5}{7} ) and ( \frac{2}{5} )
Answer: B
Explanation: Fractions with the same denominator are called like fractions. They can be added directly because each fraction is divided into equal-sized parts. There is no need to find a common denominator in such cases.
Q. Which expression correctly represents dividing ( \frac{5}{6} ) by ( \frac{2}{3} )?
A. ( \frac{5}{6} \times \frac{3}{2} )
B. ( \frac{5}{6} \times \frac{2}{3} )
C. ( \frac{5}{6} + \frac{2}{3} )
D. ( \frac{5}{6} - \frac{2}{3} )
Answer: A
Explanation: While dividing fractions, the first fraction remains unchanged, and the second fraction is replaced by its reciprocal. After changing the division into multiplication, the calculation becomes ( \frac{5}{6} \times \frac{3}{2} ).
Q. Which statement about equivalent fractions is true?
A. They always have the same numerator.
B. They always have different values.
C. They represent the same quantity even if the numbers look different.
D. They always have the same denominator.
Answer: C
Explanation: Equivalent fractions may look different, but they represent the same part of a whole. They are formed by multiplying or dividing both the numerator and denominator by the same non-zero number without changing the value.
Q. A bottle contains ( \frac{3}{5} ) litre of juice. If the same amount is poured into two identical bottles, how much juice will each bottle contain?
A. ( \frac{3}{10} ) litre
B. ( \frac{6}{5} ) litre
C. ( \frac{2}{5} ) litre
D. ( \frac{3}{7} ) litre
Answer: A
Explanation: Dividing the juice equally means dividing ( \frac{3}{5} ) by 2. This is the same as multiplying ( \frac{3}{5} ) by ( \frac{1}{2} ), giving ( \frac{3}{10} ). This question shows how fractions are used in fair sharing situations.
Q. Why is it useful to simplify a fraction after solving a problem?
A. It changes the value of the fraction.
B. It increases the denominator.
C. It expresses the answer in its lowest and easiest form.
D. It removes the numerator.
Answer: C
Explanation: Simplifying a fraction does not change its value. It only expresses the answer in the smallest possible form, making it easier to read, compare, and use in further calculations. Writing answers in the simplest form is also a common requirement in CBSE examinations.
Q. A student says, "To multiply two fractions, I should multiply the numerators together and the denominators together." Is the statement correct?
A. Yes, this is the correct method.
B. No, only the numerators should be multiplied.
C. No, the denominators should be added.
D. No, both fractions must first be converted into decimals.
Answer: A
Explanation: Multiplication of fractions follows a simple rule. Multiply the numerators to get the new numerator and multiply the denominators to get the new denominator. After finding the product, simplify the fraction if possible. This method works for all fractions.
Q. Which fraction is equal to the whole number 1?
A. ( \frac{5}{6} )
B. ( \frac{7}{8} )
C. ( \frac{9}{9} )
D. ( \frac{8}{9} )
Answer: C
Explanation: A fraction is equal to one whole when its numerator and denominator are the same. Since both parts of ( \frac{9}{9} ) are equal, its value is exactly 1. The remaining fractions are all less than one whole.
Q. Which of the following is an example of a mixed number?
A. ( \frac{7}{5} )
B. ( \frac{3}{8} )
C. ( 2\frac{2}{7} )
D. ( \frac{9}{9} )
Answer: C
Explanation: A mixed number combines a whole number with a proper fraction. It is commonly used when the value is greater than one but is not written as an improper fraction. Here, (2\frac{2}{7}) clearly contains both parts.
Q. What is the simplified form of ( \frac{12}{18} )?
A. ( \frac{4}{9} )
B. ( \frac{2}{3} )
C. ( \frac{3}{4} )
D. ( \frac{6}{9} )
Answer: B
Explanation: Both 12 and 18 are divisible by 6. Dividing the numerator and denominator by the same number keeps the value unchanged while reducing the fraction. Therefore, ( \frac{12}{18} ) simplifies to ( \frac{2}{3} ).
Q. While solving a question, Kavya found the LCM of the denominators before adding two fractions. Why was this step necessary?
A. To increase the numerator
B. To create a common denominator for unlike fractions
C. To convert fractions into whole numbers
D. To multiply the fractions easily
Answer: B
Explanation: Fractions with different denominators cannot be added directly because their parts are of different sizes. Finding the LCM helps create a common denominator, allowing both fractions to represent equal-sized parts before adding the numerators.
Q. Which fraction is the reciprocal of ( \frac{11}{3} )?
A. ( \frac{3}{11} )
B. ( \frac{11}{3} )
C. ( \frac{8}{11} )
D. ( \frac{11}{8} )
Answer: A
Explanation: The reciprocal of a fraction is found by swapping the numerator and denominator. This concept is especially useful when dividing fractions because the second fraction is always replaced by its reciprocal before multiplying.
Q. A ribbon measuring ( \frac{5}{6} ) metre is cut into two equal pieces. How long is each piece?
A. ( \frac{5}{3} ) metre
B. ( \frac{5}{12} ) metre
C. ( \frac{6}{5} ) metre
D. ( \frac{1}{3} ) metre
Answer: B
Explanation: Dividing something into two equal parts means dividing by 2. So, ( \frac{5}{6} \div 2 = \frac{5}{6} \times \frac{1}{2} = \frac{5}{12} ). This type of question connects fraction operations with practical situations.
Q. Which statement best describes equivalent fractions?
A. They always have different denominators and different values.
B. They represent the same value even though they may look different.
C. They always contain the same numerator.
D. They can only be proper fractions.
Answer: B
Explanation: Equivalent fractions may have different numerators and denominators, but they represent exactly the same quantity. They are formed by multiplying or dividing both parts of a fraction by the same non-zero number.
Q. Which of these expressions gives the correct answer for ( \frac{2}{5} + \frac{1}{5} )?
A. ( \frac{3}{5} )
B. ( \frac{3}{10} )
C. ( \frac{2}{10} )
D. ( \frac{1}{5} )
Answer: A
Explanation: Since both fractions have the same denominator, only the numerators are added. The denominator remains 5 because the size of each part does not change. Therefore, the correct answer is ( \frac{3}{5} ).
Q. Which habit can help you score better in questions based on fractions?
A. Memorise answers without understanding the steps.
B. Skip simplification to save time.
C. Practise different types of fraction problems and check your mistakes.
D. Avoid word problems during revision.
Answer: C
Explanation: Strong performance in fractions comes from regular practice and understanding the methods involved. Solving a variety of questions, reviewing mistakes, and revising important concepts improve both speed and accuracy. This approach also builds confidence for school exams and competency-based assessments.
Chapter 8 Working with Fractions Quick Revision and Important Concepts
Before attempting the MCQs, take a few minutes to revise the most important ideas from this chapter. A quick revision helps you remember key concepts and avoid common mistakes during exams.
What Are Fractions?
A fraction represents a part of a whole. It has two parts:
| Part | Meaning |
|---|---|
| Numerator | The number written on the top. It shows how many parts are taken. |
| Denominator | The number written at the bottom. It shows the total number of equal parts. |
Understanding the numerator and denominator is the first step to solving fraction problems correctly.
Types of Fractions
Students should be familiar with different kinds of fractions before solving questions.
- Proper fractions
- Improper fractions
- Mixed numbers
- Like fractions
- Unlike fractions
- Equivalent fractions
- Unit fractions
Each type has its own use, and identifying them correctly makes calculations easier.
Addition and Subtraction of Fractions
When fractions have the same denominator, simply add or subtract the numerators while keeping the denominator unchanged.
When the denominators are different, first convert them into equivalent fractions using a common denominator. Then perform the required operation and simplify the final answer if possible.
Multiplication of Fractions
To multiply two fractions:
- Multiply the numerators.
- Multiply the denominators.
- Simplify the answer whenever possible.
Sometimes reducing the fractions before multiplying makes the calculation easier.
Division of Fractions
Division of fractions is based on the reciprocal of the second fraction.
To divide fractions:
- Keep the first fraction unchanged.
- Change division into multiplication.
- Take the reciprocal of the second fraction.
- Multiply and simplify.
This method is one of the most important concepts in the chapter.
Mixed Numbers
A mixed number contains a whole number and a fraction together.
For multiplication and division, mixed numbers should first be converted into improper fractions. This makes calculations easier and reduces mistakes.
Fractions in Daily Life
Fractions are used in many real-life situations, such as:
- Sharing food equally
- Measuring ingredients while cooking
- Finding distances
- Dividing money
- Measuring time
- Reading measurements
Learning fractions helps students solve practical problems confidently.
Common Mistakes to Avoid
Students often lose marks because of small errors. Keep these points in mind:
- Do not add denominators while adding fractions.
- Always find a common denominator before adding or subtracting unlike fractions.
- Simplify your answer whenever possible.
- Do not forget to take the reciprocal while dividing fractions.
- Convert mixed numbers into improper fractions before multiplication or division.
- Read every question carefully before solving it.
