standard_description: Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing 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.
problem_activity: Narrative
The purpose of this Number Talk is for students to interpret a fraction as division of the numerator by the denominator. The strategies elicited here will be helpful later in the lesson when students match division situations, expressions, and diagrams. In this activity, students have an opportunity to notice and make use of structure (MP7) because the divisor stays the same.
Launch
Display one problem.
“Give me a signal when you have an answer and can explain how you got it.”
Activity
1 minute: quiet think time
Record answers and strategy.
Keep problems and work displayed.
Repeat with each problem.
Student Facing
Find the value of each expression mentally.
\(35 \div 7\)
\(1 \div 7\)
\(36 \div 7\)
\(37 \div 7\)
Student Response
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Activity Synthesis
“What patterns do you notice?” (The solutions for
\(35 \div 7\)
,
\(36 \div 7\)
,
\(37 \div 7\)
increase by
\(\frac {1}{7}\)
)
“If we kept increasing the dividend by 1, what would be the next whole number quotient?” (6)


aligns: no