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 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.)

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 multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Task
The fifth grade teachers are in charge of planning the annual Davis Elementary Fun Run.  The teachers decide that each adult should run $\frac{6}{4}$ as far as each student in grade 5 and each student in grade 1 should run $\frac{3}{4}$ as far as each student in grade 5.
Who has to run the longest distance?  Who has to run the shortest distance?  Explain your reasoning.
The fifth grade students decide that they should each run four laps around the track.  How many laps should each adult and each first grade student run?
Peyton, a fifth grader calculates that he will run a$\frac{1}{2}$ mile.  Write two multiplication equations involving $\frac{1}{2}$, one that shows how many miles each adult will run and one that shows how many miles each first grade student will run.
When Peyton showed the adults his calculations, some of them were confused. Some of the adults thought multiplication always makes a number larger, for example $2\times5$ is bigger than 5. When calculating the distance the first graders ran, Peyton used multiplication but got a smaller number. Explain why the product of 5 and another number is not always greater than 5, and write an example to help the adults understand.
Presley, another fifth grade student, wanted to write the distance she ran in eighths.  She noticed that you could write this equation: $\frac{4}{4}\times\frac{1}{2}$miles = $\frac{4}{8}$ miles.  Explain why in this case multiplying by $\frac{1}{2}$ results in a product that is neither larger nor smaller than $\frac{1}{2}$.


correct_option_index: 0