options: 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.

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

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
The purpose of this activity is for students to solve problems about dividing a whole number by a unit fraction in a way that makes sense to them. The context of quilt making is used so students can visualize a strip of paper that is a whole number length being cut into fractional sized pieces. As students describe how the problems are similar and different, listen for the authentic language they use to describe division. The paper strip, or tape, is a helpful diagram to use when dividing a whole number by a unit fraction because students recognize important relationships between the divisor, dividend, and quotient (MP7). For example, if the length of the strip stays the same, but the size of the piece gets smaller, then the number of pieces will get bigger.
This activity uses
MLR2 Collect and Display.
Advances: Conversing, Reading, Writing.
Launch
Groups of 2
Refer to the picture from the warm up.
“If the blue strip of fabric under the woman’s chin is 1 meter long, about how long is the short gray strip next to it?” (
\(\frac{1}{6}\)
meter)
Activity
1–2 minutes: independent think time
8–10 minutes: partner work time
MLR2 Collect and Display
Circulate, listen for, and collect the language students use to describe what was the same and different about the strategies they used to determine the number of pieces of paper for each color. Listen for:
The size of the piece changed.
The pieces were shorter.
There were more pieces.
I made more cuts.
Record students’ words and phrases on a visual display and update it throughout the lesson.
Student Facing
Below are diagrams that show strips of different colored paper. Each strip is 2 feet long. The paper strips will be cut into different sized pieces.
The red strip will be cut into pieces that are
\(\frac{1}{2}\)
foot long. How many pieces will there be?
[IMG]
The green strip will be cut into pieces that are
\(\frac{1}{3}\)
foot long. How many pieces will there be?
[IMG]
The yellow strip will be cut into pieces that are
\(\frac{1}{4}\)
foot long. How many pieces will there be?
[IMG]
Describe what was the same about the problems you solved. Describe what was different.
Student Response
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Advancing Student Thinking
Students may not immediately make a connection with the situation and division, since the number of pieces that results (the quotient) is greater than the number of feet being divided (the dividend). Consider asking, “How does this situation represent division?” Allow students to recognize that the cuts are similar to partitions in a diagram, or sharing. They may also recognize that the quotient represents the number of groups, while the fraction being divided is the size of each group. Have them write a division equation for each situation, if it helps. They will write division equations in the next activity.
Activity Synthesis
“Are there any other words or phrases that are important to include on our display?”
As students share responses, update the display by adding (or replacing) language, diagrams, or annotations.
Remind students to borrow language from the display as needed.
Display:
\(2 \div \frac {1}{2} = 4\)
\(2 \div \frac {1}{3} = 6\)
\(2 \div \frac {1}{4} = 8\)
“How do these equations represent the problems about the paper strips?” (The 2 is for 2 feet of paper, and the fractions show the size of the pieces that the paper is being cut into. The 4, 6, and 8 are the number of pieces of each color of paper.)


correct_option_index: 4