Standard #: MAFS.5.NF.2.4 (Archived Standard)

This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.

Various levels of difficulty make this game appropriate for multiple age and ability levels.

Addition/Subtraction: The addition and subtraction of whole numbers, the addition and subtraction of decimals.

Multiplication/Division: The multiplication and addition of whole numbers.

Percentages: Identify the percentage of a whole number.

Fractions: Multiply and divide a whole number by a fraction, as well as apply properties of operations.

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Students interpret a visual fraction model showing multiplication of two fractions less than one.

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.

Students are asked to consider an equation involving multiplication of fractions, then create a visual fraction model, and write a story context to match.

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.

Students will help the Supervisor of Elections determine which voter registration locations could be improved to help more citizens get registered to vote. Students will learn about the number of citizens who registered to vote in a general election year compared to the total population of those eligible to vote. They will discuss which voter registration locations will provide the most access to citizens and allocate funds to help address the issue in this modeling eliciting activity.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This set of geometry challenges focuses on using area/perimeter as students problem solve and think as they learn to code using block coding software.  Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor.

This lesson focuses on providing students with real-world experiences where they will be required to multiply fractions. Students will be required to use visual fraction models or equations to represent the problem.  This is a practice and application lesson, not an introductory lesson.

In this lesson, students will derive an algorithm for multiplying fractions by using area models. They will use a GeoGebra applet to visualize fraction multiplication. They will also translate between pictorial and symbolic representations of fraction multiplication.

In this lesson students will investigate the relationship between area models and the concept of multiplying fractions. Students will use area models to develop understanding of the concept of multiplying fractions as well as to find the product of two common fractions. The teacher will use the free application GeoGebra (see download link under Suggested Technology) to provide students with a visual representation of how area models can be used at the time of multiplying fractions.

Students will multiply a fraction times a fraction. The students will section off a square through rows and columns that will represent the strategy of multiplying numerators and then denominators.

Students explore the multiplication of a fraction times a fraction through story problems about a garden using models on Geoboards and pictorial representations on grid paper. Students make a connection between their models and the numerical representation of the equation.

This lesson involves students modeling fraction multiplication with rectangular arrays in order to discover the rule for multiplication of fractions.

This Model Eliciting Activity (MEA) asks students to develop a procedure to select a hurricane shutter company based on several data points.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Help Buffy multiply fractions by whole numbers using the standard algorithm in addition to visual fraction models in this bakery-themed, interactive tutorial.

This is part 4 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 3 Using Models to Multiply a Fraction by a Whole Number

Help Buffy the Baker use visual models to multiply fractions less than one as he runs his bakery in this interactive tutorial.

This is part 1 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 3 Using Models to Multiply a Fraction by a Whole Number
• Part 4: Multiplying a Fraction by a Whole Number - Standard Algorithm

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

The task could be one of the first activities for introducing the multiplication of fractions.  The task has fractions which are easy to draw and provides a linear situation.  Students benefit from reasoning through the solution to such word problems before they are told that they can be solved by multiplying the fractions; this helps them develop meaning for fraction multiplication.

This is the third problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. The first, Running to school, does not require that the unit fractions that comprise 3/4 be subdivided in order to find 1/3 of 3/4. The second task, Drinking Juice, does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2. This task also requires subdivision and involves multiplying a fraction and a mixed number.

The purpose of this task is to gain a better understanding of multiplying with fractions. Students should use the diagram provided to support their findings.

This problem helps students gain a better understanding of multiplying with fractions.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

This is the second problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. This task does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2.

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

This professional development module shows teachers how to use area models to understand multiplication and division of fractions.

In this tutorial, the four operations  are applied to fractions with the visualization of the number line. This tutorial starts by adding fractions with the same denominators and explains the logic behind multiplication of fractions.  This tutorial also highlights the application and extension of previous understandings of mulitplication to multiply a fraction or whole number by a fraction.

a.  Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x qb.  In general, (a/b) x (c/d) = ac/bd.

The video describes how to multiply fractions and state the answer in lowest terms.

Help Buffy multiply fractions by whole numbers using the standard algorithm in addition to visual fraction models in this bakery-themed, interactive tutorial.

This is part 4 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 3 Using Models to Multiply a Fraction by a Whole Number

Help Buffy the Baker use visual models to multiply fractions less than one as he runs his bakery in this interactive tutorial.

This is part 1 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 3 Using Models to Multiply a Fraction by a Whole Number
• Part 4: Multiplying a Fraction by a Whole Number - Standard Algorithm

This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.

Various levels of difficulty make this game appropriate for multiple age and ability levels.

Addition/Subtraction: The addition and subtraction of whole numbers, the addition and subtraction of decimals.

Multiplication/Division: The multiplication and addition of whole numbers.

Percentages: Identify the percentage of a whole number.

Fractions: Multiply and divide a whole number by a fraction, as well as apply properties of operations.

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

The task could be one of the first activities for introducing the multiplication of fractions.  The task has fractions which are easy to draw and provides a linear situation.  Students benefit from reasoning through the solution to such word problems before they are told that they can be solved by multiplying the fractions; this helps them develop meaning for fraction multiplication.

This is the third problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. The first, Running to school, does not require that the unit fractions that comprise 3/4 be subdivided in order to find 1/3 of 3/4. The second task, Drinking Juice, does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2. This task also requires subdivision and involves multiplying a fraction and a mixed number.

The purpose of this task is to gain a better understanding of multiplying with fractions. Students should use the diagram provided to support their findings.

This problem helps students gain a better understanding of multiplying with fractions.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

This is the second problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. This task does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2.

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

In this tutorial, the four operations  are applied to fractions with the visualization of the number line. This tutorial starts by adding fractions with the same denominators and explains the logic behind multiplication of fractions.  This tutorial also highlights the application and extension of previous understandings of mulitplication to multiply a fraction or whole number by a fraction.

a.  Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x qb.  In general, (a/b) x (c/d) = ac/bd.

The video describes how to multiply fractions and state the answer in lowest terms.

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

The task could be one of the first activities for introducing the multiplication of fractions.  The task has fractions which are easy to draw and provides a linear situation.  Students benefit from reasoning through the solution to such word problems before they are told that they can be solved by multiplying the fractions; this helps them develop meaning for fraction multiplication.

This is the third problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. The first, Running to school, does not require that the unit fractions that comprise 3/4 be subdivided in order to find 1/3 of 3/4. The second task, Drinking Juice, does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2. This task also requires subdivision and involves multiplying a fraction and a mixed number.

The purpose of this task is to gain a better understanding of multiplying with fractions. Students should use the diagram provided to support their findings.

This problem helps students gain a better understanding of multiplying with fractions.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

This is the second problem in a series of three tasks involving fraction multiplication that can be solved with pictures or number lines. This task does require students to subdivide the unit fractions that comprise 1/2 in order to find 3/4 of 1/2.

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

The video describes how to multiply fractions and state the answer in lowest terms.