NF.2.4.a

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

a.  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.)

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Formative Assessments
Formative Assessments
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Students are asked to consider an equation involving multiplication of fractions, then create a visual fraction model, and write a story context to match.
Multiplying Fractions by Fractions
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Students interpret a visual fraction model showing multiplication of two fractions less than one.
Using Visual Fraction Models
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Students are asked to consider an equation involving multiplication of a fraction by a whole number and create a visual fraction model. Additionally, the student is asked to interpret multiplying the number of parts by the whole number.
Multiplying Fractions by Whole Numbers
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Students determine the area of a rectangle with given fractional dimensions by multiplying. Students are then asked to draw a model to find the area of the same rectangle.
The Rectangle
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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CPALMS: This interactive applet provides a visual model of fraction multiplication using rectangular arrays.
Fractions-Rectangle Multiplication
Assessment Questions
Assessment Questions
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Equation Editor 1
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Multiple Choice
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Equation Editor 2
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Hook/Performance Tasks
Hook/Performance Tasks
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The purpose of this task is for students to think about the meaning of multiplying a whole number by a fraction and making comparisons to their previous understanding of multiplying a fraction.
IM:  Connor and Makayla Discuss Multiplication
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This task requires students to think about how a single situation involving fractions can be accurately represented using addition or multiplication.
IM:  Sharing Lunches
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This task is intended to assess students' ability to compare the size of a product to the size of one factor on the basis of the size of the other factor without performing the indicated multiplication.
IM:  Mrs. Gray’s Homework Assignment
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The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication.
IM:  Folding Strips of Paper
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This task is designed to assess students' conceptual understanding of the area model.
IM:  Connecting the Area Model to Context
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This task was designed to provide students with opportunities to extend their understanding of whole number multiplication to multiplication with fractions.
IM:  Cross Country Training
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This task helps students link the concepts of multiplication and area.
IM:  Chavone’s Bathroom Tiles
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This task is designed to introduce students to an area representation for multiplying a fraction by a fraction.
IM:  Cornbread Fundraiser
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This task is designed to elicit student thinking about multiplication of fractions and the commutative property.
IM:  New Park