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.

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?

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

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: Task
Some of the problems below can be solved by multiplying $\frac18\times\frac25$, while others need a different operation.  Select the ones that can be solved by multiplying these two numbers.  For the remaining, tell what operation is appropriate.  In all cases, solve the problem (if possible) and include appropriate units in the answer.
Two-fifths of the students in Anya’s fifth grade class are girls.  One-eighth of the girls wear glasses.  What fraction of Anya’s class consists of girls who wear glasses?
A farm is in the shape of a rectangle $\frac18$ of a mile long and $\frac25$ of a mile wide.  What is the area of the farm?
There is $\frac25$ of a pizza left.  If Jamie eats another  $\frac18$ of the original whole pizza, what fraction of the original pizza is left over?
In Sam’s fifth grade class, $\frac18$ of the students are boys.  Of those boys, $\frac25$ have red hair.  What fraction of the class is red-haired boys?
Only $\frac{1}{20}$ of the guests at the party wore both red and green.  If $\frac18$ of the guests wore red, what fraction of the guests who wore red also wore green?
Alex was planting a garden. He planted $\frac25$ of the garden with potatoes and $\frac18$ of the garden with lettuce. What fraction of the garden is planted with potatoes or lettuce?
At the start of the trip, the gas tank on the car was $\frac25$ full.  If the trip used $\frac18$ of the remaining gas, what fraction of a tank of gas is left at the end of the trip?
On Monday, $\frac18$ of the students in Mr. Brown’s class were absent from school.  The nurse told Mr. Brown that $\frac25$ of those students who were absent had the flu.  What fraction of the absent students had the flu?
Of the children at Molly’s daycare, $\frac18$ are boys and $\frac25$ of the boys are under 1 year old.  How many boys at the daycare are under one year old?
The track at school is $\frac25$ of a mile long.  If Jason has run $\frac18$ of the way around the track, what fraction of a mile has he run?


correct_option_index: 3