How might the Mathematics section assess students' understanding of fractions?

The option that indicates students will be assessed by converting between mixed numbers and improper fractions is correct because it directly evaluates their understanding of fractions as part of their mathematical skills. This process requires students to demonstrate their knowledge of the relationship between mixed numbers (a whole number and a fraction combined) and improper fractions (where the numerator is larger than the denominator). Mastering this conversion reflects a deeper comprehension of how these fractional forms operate within mathematics.

Assessing students through the addition and subtraction of whole numbers does not engage their understanding of fractions at all, as it lacks any fractional components. Focusing solely on geometry would ignore the broader scope of fraction applications, which are essential in various mathematical contexts, including measurement and ratio. Similarly, basic multiplication may involve whole numbers and does not specifically test knowledge or application of fractions, limiting the assessment's relevance to fraction understanding. This makes the requirement to convert between mixed numbers and improper fractions a more effective measure of students' fractional comprehension.