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5.NF.4 2011 Domain Number and Operations in Base Ten Cluster Apply and extend previous understandings of multiplication and division to multiply and divide fractions Standards 4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Essential Questions Enduring Understandings What are standard procedures for finding products and quotients of fractions and mixed numbers? Multiplying a whole number by a fraction involves division as well as multiplication. The product is a fraction of the whole number. How can you multiply fractions and whole numbers? How can you multiply fractions? Content Statements A unit square can be used to show the area meaning of fraction multiplication. Common formulas for area are bard on arrays of square Activities, Investigation, and Student Experiences 1. Students create a story problem for 3/5 x 6 such as Isabel had 6 feet of wrapping paper. She used 3/5 of the paper to wrap some presents. How much does she have left? Everyday Tim ran 3/5 of mile. How far did he run after 6 days? (Interpreting this as 6 x 3/5). 2. Find a simple recipe in a recipe book or on the internet with at least four fractions in the ingredients list. Write the original recipe. Rewrite the recipe for twice as many people. Show your work and explain your strategy. Explain how you would adjust your recipe to feed everyone in our class. 5.NF.4 Students will multiply a fraction by a whole number. units. 3. Write the multiplication sentence that matches the pictures. Students will give the product of two fractions. Students will use models to find fractions of whole numbers. (1/2 x 3/4 = 3/8) Areas of squares and rectangles can be used by finding formulas. Assessments How many ½ are in 6? Three-fourths of the class is boys. Two-thirds of the boys are wearing tennis shoes. What fraction 2011 (1/3 x 2/3 = 2/9) 5.NF.4 2011 of the class are boys with tennis shoes? Students may draw a rectangle, use a fraction circle, or number line to model the problem. Equipment Needed: Student whiteboards Calculators Internet Smartboard Manipulatives Overhead Teacher Resources: http://www.mathplayground.com/NewThinkingBlocks/thinki ng_blocks_fractions.html http://www.math-drills.com/fractions.shtml http://www.aaastudy.com/mul66mx2.htm http://nlvm.usu.edu/en/nav/frames_asid_194_g_2_t_1.htm l?from=grade_g_2.html www.homeschoolmath.net