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.

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.
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.
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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
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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: 1