Standard #: MAFS.5.NF.2.5 (Archived Standard)

Students are asked to describe the size of a product of a fraction greater than one and a whole number without multiplying.

Students are asked to describe the size of a product of a fraction less than one and a whole number without multiplying.

Students are asked to reason about the size of the product of fractions and whole numbers presented in context.

Students are given three products, each involving a whole number and a fraction, and are asked to estimate the size of the product and explain their reasoning.

This set of geometry challenges focuses on scaled drawings and area 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 solve problems related to training for a marathon to apply and make sense of multiplying fractions. The student will complete a function table to help illustrate patterns in the numerator/denominator relationships. This lesson utilizes the linear model as a concrete representation and moves towards the standard algorithm (a/b) x (c/d) = ac/bd.

Students generate and describe a numerical pattern using the multiplication and subtraction of fractions.

Help Buffy the Baker multiply a fraction by a whole using models in this sweet interactive tutorial.

This is part 3 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 4: Multiplying a Fraction by a Whole Number - Standard Algorithm

Try to escape from this room using multiplication as scaling in this interactive tutorial.

Note: this tutorial is an introductory lesson on multiplying a given number without calculating before working with fractions.

The solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The students need to explain why that is so.

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

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 for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

Help Buffy the Baker multiply a fraction by a whole using models in this sweet interactive tutorial.

This is part 3 of a 4-part series. Click below to open other tutorials in the series.

• Part 2: Multiplying Fractions
• Part 4: Multiplying a Fraction by a Whole Number - Standard Algorithm

Try to escape from this room using multiplication as scaling in this interactive tutorial.

Note: this tutorial is an introductory lesson on multiplying a given number without calculating before working with fractions.

The solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The students need to explain why that is so.

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

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 for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

The solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The students need to explain why that is so.

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

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 for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.