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Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
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Assessed with: MAFS.5.NF.2.4
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
Teaching Idea
STEM Lessons - Model Eliciting Activity
This Model Eliciting Activity (MEA) is written at a 5th grade level. The Wazzup Charter School MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best type of surface for a playground at a charter school.
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.
MFAS Formative Assessments
Students are asked to solve a word problem by finding the product of two mixed numbers.
Students are asked to solve a word problem by finding the product of a fraction and a mixed number.
Original Student Tutorials Mathematics - Grades K-5
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.
Help Buffy the Baker multiply fractions less than one by relating the standard algorithm to visual models as he runs his bakery in this interactive tutorial.
This is part 2 of a 4-part series. Click below to open other tutorials in the series.
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.
Student Resources
Original Student Tutorials
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.
Type: Original Student Tutorial
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.
Type: Original Student Tutorial
Help Buffy the Baker multiply fractions less than one by relating the standard algorithm to visual models as he runs his bakery in this interactive tutorial.
This is part 2 of a 4-part series. Click below to open other tutorials in the series.
Type: Original Student Tutorial
Problem-Solving Tasks
Students are asked to find the volume of water in a tank that is 3/4 of the way full.
Type: Problem-Solving Task
Students are asked to find the height of a rectangular prism when given the length, width and volume.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
The purpose of this task is to familiarize students with multiplying fractions with real-world questions.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
Parent Resources
Problem-Solving Tasks
Students are asked to find the volume of water in a tank that is 3/4 of the way full.
Type: Problem-Solving Task
Students are asked to find the height of a rectangular prism when given the length, width and volume.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
The purpose of this task is to familiarize students with multiplying fractions with real-world questions.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
