# ALEX Learning Activity

## Multiplying Fractions

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: 2575 Title: Multiplying Fractions Digital Tool/Resource: Multiplying Fractions Web Address – URL: https://www.mathsisfun.com/fractions_multiplication.html Overview: In this interactive math learning activity from Math is Fun, students learn to solve multiplying fractions in 3 simple steps: multiply tops, multiply bottoms, and simplify. Students are able to watch a short video (16 seconds) demonstrating how to multiply fractions. They are given an example of a model and pen and paper solution for solving an equation and presented with a rhyme to help students remember the three steps for multiplying fractions.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 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.
Strategies, Preparations and Variations