I've been using Task Cards in my classroom since I started the first Fractions Unit, and have seen a tremendous growth in understanding and ease in participation. There are 10 task cards. Each card has a QR code on it (trying something new) for the student to self check. I usually just hang the task cards up around the room and the kids go to them randomly to solve them using their student answer sheets. They love it! I hope your students enjoy it as much as mine do.
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
a)Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
b)Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
c)Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.
•I can demonstrate that multiplication is the same as repeated addition.
•I can multiply a fraction by a whole number.
•I can solve word problems involving multiplication of a fraction by a whole number.