Description
To begin understanding the concept of multiplying fractions, models can be used for a visual representation.
This product contains an activity in which models are used to demonstrate multiplication of fractions. This activity leads to the development of the traditional algorithm that is used to easily multiply fractions mentally.
Using Models to Multiply Fractions by Victoria Miller is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at www.commoncore.org.
This product contains an activity in which models are used to demonstrate multiplication of fractions. This activity leads to the development of the traditional algorithm that is used to easily multiply fractions mentally.
Using Models to Multiply Fractions by Victoria Miller is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at www.commoncore.org.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
FREE
Highlights
Digital downloads
Grades
5th - 7th
Subjects
Standards
CCSS5.NF.B.3
CCSS5.NF.B.4b
Tags
Answer Key
Not Included
Description
To begin understanding the concept of multiplying fractions, models can be used for a visual representation.
This product contains an activity in which models are used to demonstrate multiplication of fractions. This activity leads to the development of the traditional algorithm that is used to easily multiply fractions mentally.
Using Models to Multiply Fractions by Victoria Miller is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at www.commoncore.org.
This product contains an activity in which models are used to demonstrate multiplication of fractions. This activity leads to the development of the traditional algorithm that is used to easily multiply fractions mentally.
Using Models to Multiply Fractions by Victoria Miller is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at www.commoncore.org.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
Good supplemental resource to show the meaning behind multiplying fractions with a visual.
Great!
Thanks!
Great resource!
Thanks, glad you enjoyed it!
Questions & Answers
Loading
Standards
to see state-specific standards (only available in the US).
CCSS5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (๐ข/๐ฃ = ๐ข รท ๐ฃ). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
CCSS5.NF.B.4b
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.
Loading
