# ALEX Learning Activity

## Multiplying Fractions by Whole Numbers

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Ginger Boyd System: Geneva County School: Samson Middle School
General Activity Information
 Activity ID: 2570 Title: Multiplying Fractions by Whole Numbers Digital Tool/Resource: Multiplying Fractions with Whole Numbers Song by Numberock Web Address – URL: https://youtu.be/NnyzzkIVNSQ Overview: In this learning activity, students watch a free animated video from Numberock with a catchy song. Using their prior knowledge of multiplication, they will be introduced to the concept of multiplying whole numbers by fractions through the song lyrics and animations of the video. Students are then tasked with completing missing lyrics from the song to help them multiply a fraction by a whole number. This activity results from the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2019 (2019) Grade: 4 16. Apply and extend previous understandings of multiplication to multiply a whole number times a fraction. a. Model and explain how a non-unit fraction can be represented by a whole number times the unit fraction. Example: 9/8=9 x 1/8 b. Extend previous understanding of multiplication to multiply a whole number times any fraction less than one. Example: 4 x 2/3= 4 x 2/3= 8/3 c. Solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem. Examples: 3 x 1/2, 6 x 1/8 Unpacked Content Evidence Of Student Attainment:Students: Model and explain a fraction as a multiple of a unit fraction. Example: 5/3 = 1/3 + 1/3 + 1/3 + 1/3 + 1/3 or 5 x 1/3 or (5 x 1)/3. Multiply a whole number times any fraction less than 1 and justify the product. Example: 5 x 2/3 is 5 sets of two-thirds, which is ten-thirds. or 5 x 2/3 = 5 x (2 x 1/3) = (5 x 2) x 1/3 = 10 x 1/3 or 10/3. Solve word problems involving multiplying a whole number times a fraction using a visual model and equation to represent the problem.Teacher Vocabulary:Whole number Fraction Non-unit fraction Unit fraction Fraction less than one Fraction greater than one Visual fraction model Equation Decompose Recompose ComposeKnowledge:Students know: Models or equations to represent multiplication situations. The fraction a/b is equivalent to the unit fraction 1/b being iterated or "copied" the number of times indicated by the numerator, a.Skills:Students are able to: Model and explain how a non-unit fraction can be expressed as multiplication. Multiply a whole number times any fraction less than one. Solve word problems involving a whole number times a fraction using a visual fraction model and equation to represent the problem.Understanding:Students understand that: Previous work involving multiplication with whole numbers can be extended to fractions in showing multiplication as putting together equal-sized fractional groups. Problem solving situations involving multiplication of a whole number times a fraction can be solved using a variety of strategies, models, and representations.Diverse Learning Needs: Essential Skills:Learning Objectives: M.4.16.1: Recognize fractions in their simplest forms. M.4.16.2: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. M.4.16.3: Demonstrate an understanding of fractional parts. M.4.16.4: Apply properties of operations as strategies to multiply and divide. M.4.16.5: Recall basic multiplication facts. M.4.16.6: Define multiple. M.4.16.7: Compare two fractions with the same numerator or the same denominator by reasoning about their size. M.4.16.8: Recognize that comparisons are valid only when the two fractions refer to the same whole. M.4.16.9: Record results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. M.4.16.10: Name the first ten multiples of each one-digit natural number. M.4.16.11: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. M.4.16.12: Solve simple fractions using multiplication strategies. M.4.16.13: Recognize equivalent forms of fractions. M.4.16.14: Multiply proper fractions with common denominators 2-10. M.4.16.15: Solve word problems using whole numbers. M.4.16.16: Write number sentences for word problems. M.4.16.17: Identify key terms in word problems. M.4.16.18: Multiply and divide within 100. M.4.16.19: Recall basic multiplication facts. Prior Knowledge Skills:Define fraction, numerator, and denominator. Identify the parts of a fraction a/b as the quantity formed by a parts and size 1/b. Label numerator, denominator, and fraction bar. Identify parts of a whole with two, three, or four equal parts. Distinguish between equal and non-qual parts. Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Demonstrate conceptual understanding of adding or subtracting 10 using concrete models. Recognize the place value of ones, tens and hundreds. Count forward and backward by 100. Count forward and backward by 10. Alabama Alternate Achievement Standards AAS Standard: M.AAS.4.15 Model decomposing fractions having like denominators, using visual fraction models (limit to half and fourths).
Learning Objectives:

Students will be able to:

• model and explain a fraction as a multiple of a unit fraction.
• multiply a whole number times any fraction less than 1 and justify the product.
• solve word problems involving multiplying a whole number times a fraction using a visual model and equation to represent the problem.
Strategies, Preparations and Variations
 Phase: Before/Engage Activity: Show students the video, Multiplying Fractions with Whole Numbers Song. You may want to turn on the closed captioning so students will be able to read along with the song lyrics or you may choose to play the video a second time for students.Distribute the Multiplying Fractions by a Whole Number worksheets containing missing lyrics. The parts of the lyrics that are missing also complete the equations in the song. If students complete the song lyrics correctly, they will be solving word problems involving multiplying a whole number by a fraction. Point this out to the students.Ask the students to write an equation representing each word problem in the lyrics on their worksheet.Ask students to draw a model of each word problem on their worksheet. Assessment Strategies: The Multiplying Fractions by a Whole Number worksheet can be used as an assessment as well as the equations and models students develop after watching the video. Advanced Preparation: The teacher will need to make copies of the Multiplying Fractions by a Whole Number Lyrics sheet (one per student).Teacher's Key (can be used as a word bank). Variation Tips (optional): The teacher may need to use a word bank (see the key above for words to use).Teachers may need to pair struggling students with other students. Notes or Recommendations (optional): ALCOS 20194.16). Apply and extend previous understandings of multiplication to multiply a whole number times a fraction. 4.16a).Model and explain how a non-unit fraction can be represented by a whole number times the unit fraction.Example: 9/8=9 ×1/8 4.16b). Extend previous understanding of multiplication to multiply a whole number times any fraction less than one.Example: 4 ×2/(3 )= (4 × 2)/3= 8/3 4.16c).Solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem. Examples: 3 × 1/2, 6 × 1/8
Keywords and Search Tags
 Keywords and Search Tags: compose, decompose, equation, fraction, nonunit fraction, unit fraction, whole number