Multiplying Unit Fractions - Using the Area Model WORKSHEET

Suitable for Grades: 5th Grade

CCSS: 5.NF.B.4, 5.NF.B.5

CCSS Description: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

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.

Multiplying Unit Fractions - Using the Area Model WORKSHEET DESCRIPTION

Using the area model to multiply fractions is a visual and intuitive method that helps students understand the concept of fraction multiplication. This method involves drawing a rectangle to represent the whole and then dividing it into smaller parts vertically and horizontally to represent the fractions being multiplied.

Section A and B begin with an example. In Section A, each fraction is represented in its own rectangle before being combined in order to complete the multiplication across five questions. Both the question and answer is represented in one rectangle in section B and here students are required to divide the whole into the correct fractions themselves.

All fractions to be multiplied are until fractions and questions include squaring fractions.

At the end of the worksheet, pupils are asked to comment on anything they notice.