options: Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Narrative
The purpose of this activity is for students to observe and use the structure of diagrams to find areas of shaded regions with non-unit fraction side lengths. Students build on what they learned in the previous activity, solidifying their understanding of why the numerator of a product of two fractions is the product of the numerators and the denominator of a product of fractions is the product of the denominators.
Action and Expression: Internalize Executive Functions.
Invite students to verbalize their strategy for writing multiplication expressions to represent the area of the shaded rectangle in each figure before they begin. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language
Launch
Groups of 2
Activity
“Start working on completing the table independently. After a couple minutes, you'll work with your partner to complete the table and answer the rest of the questions.”
1–2 minutes: independent work time
5-8 minutes: partner work time
Monitor for students who:
notice the area of the shaded regions is always twentieths
write the expression
\(\frac{6}{5}\times\frac{4}{5}\)
to represent the shaded region of the last diagram in the table
explain that the expression
\(\frac{6\times4}{5\times4}\)
represents the shaded part of the last diagram in the table because
\(6\times4\)
represents the number of pieces that are shaded and
\(4 \times 5\)
represents the number of those pieces in the unit square
Student Facing
Complete the table.
{"table": [{"_attributes": {"border": "1", "class": ["c-table-spread"]}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "width:45%"}, "_value": "diagram"}, {"_attributes": {"scope": "col", "style": "width:30%"}, "br": [{}], "_values": ["multiplication", "expression"]}, {"_attributes": {"scope": "col", "style": "width:25%"}, "br": [{}], "_values": ["shaded area", "(square units)"]}]}]}], "tbody": [{"tr": [{"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "147492", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}, "_value": "A"}], "img": [{"_attributes": {"alt": "Square, length and width, 1. Partitioned into 4 rows of 5 of the same size rectangles. 6 rectangles shaded.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/ui5g959sm5gv0dm8y5muaeuevuxb?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-147492.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-147492.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165553Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=da65b42438b700b09e62286557fa329bb057a4e3c43b71d5a338b3b21f3a4bad"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {"_attributes": {"style": "text-align:justify"}}, {}]}, {"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "149071", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}, "_value": "B"}], "img": [{"_attributes": {"alt": "Square, length and width, 1. Partitioned into 4 rows of 5 of the same size rectangles. 12 rectangles shaded.\u00a0", "role": "image", "src": "https://cms-im.s3.amazonaws.com/dx240g4b4kkym1gkgs7khx0yw7ri?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149071.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149071.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165553Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=216cb8ca62660faf0bab04b1fb04fd987604857004a334e4036d514267493e92"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}]}]}]}
{"table": [{"_attributes": {"border": "1", "class": ["c-table-spread"]}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "width:45%"}, "_value": "diagram"}, {"_attributes": {"scope": "col", "style": "width:30%"}, "br": [{}], "_values": ["multiplication", "expression"]}, {"_attributes": {"scope": "col", "style": "width:25%"}, "br": [{}], "_values": ["shaded area", "(square units)"]}]}]}], "tbody": [{"tr": [{"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "149072", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}, "_value": "C"}], "img": [{"_attributes": {"alt": "Diagram. Square, length and width, 1. Partitioned into 4\u00a0rows of 5 of the same size rectangles. 20 rectangles shaded.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/9mw9803l8i0vjwwj588r8xkqowrt?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149072.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149072.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165553Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=80f7eec3ac67d9991858cc362c8526df4c2ac740536b8a7383a5ba2034426a7e"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}, {"td": [{"div": [{"_attributes": {"class": ["imgrid"]}, "div": [{"_attributes": {"class": ["g--row", "g--row-1"]}, "div": [{"_attributes": {"class": ["g--col-1", "g--column", "g--content", "g--full", "g--row-1"]}, "figure": [{"_attributes": {"class": ["embedded-content", "embedded-content-tikz-file", "embedded-content-image"], "data-embedder-target": "web", "data-record-id": "149073", "data-record-model": "TikzFile"}, "span": [{"_attributes": {"class": ["c-figure__label"]}, "_value": "D"}], "img": [{"_attributes": {"alt": "Diagram. Rectangle. Length, 2. Width, 1. Partitioned into 4 rows of 10 of the same size rectangles. 24 rectangles shaded.", "role": "image", "src": "https://cms-im.s3.amazonaws.com/wy0o9qune26s9u7htzi5ilsfmts4?response-content-disposition=attachment%3B%20filename%3D%22tikz-file-149073.svg%22%3B%20filename%2A%3DUTF-8%27%27tikz-file-149073.svg&response-content-type=image%2Fsvg%2Bxml&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAXQCCIHWF3XOEFOW4%2F20240208%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20240208T165553Z&X-Amz-Expires=604800&X-Amz-SignedHeaders=host&X-Amz-Signature=57e693708d062f1a9de3113218a2c369f9dbe92ca8b9a751cd2729b2d6cbb65d"}}], "figcaption": [{"_attributes": {"class": ["c-figcaption"]}}]}]}]}]}]}, {}, {}]}]}]}]}
What patterns do you notice in the table?
Explain or show how the expression
\(\frac{6\times4}{5\times4}\)
represents the last diagram in the table.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not explain that the product of the numerators represents the number of pieces in the shaded region and the product of the denominators represents the number of pieces in the whole, consider asking: “What is the same and what is different about diagrams A and B?”
Activity Synthesis
Ask previously selected students to share their reasoning.
“How do the expressions in the table represent the number of pieces shaded in and the size of the pieces shaded in?” (If we multiply the numerators, we get the number of pieces that are shaded in. If we multiply the denominators, we get the size of the pieces.)
Refer to diagrams and draw on each diagram to show how the multiplication of the numerators and denominators represents the number of shaded pieces and the size of the shaded pieces (that is, the number of those pieces in the whole).


correct_option_index: 0