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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
 Multiplying a whole number
by a fraction involves
division as well as
multiplication. The product is
a fraction of the whole
 How can you multiply
fractions and whole
 How can you multiply
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.
 Students will multiply
a fraction by a whole
3. Write the multiplication sentence that matches the
 Students will give the
product of two
 Students will use
models to find
fractions of whole
(1/2 x 3/4 = 3/8)
 Areas of squares and
rectangles can be used
by finding formulas.
How many ½ are in 6?
Three-fourths of the class is boys. Two-thirds of
the boys are wearing tennis shoes. What fraction
(1/3 x 2/3 = 2/9)
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
Teacher Resources: