How did the student get from the original expression to step 1?

converted the natural number into an improper fraction

multiplied the numerator by the numerator

multiplied the denominator by the denominator

turned the improper fraction into a mixed number

How did the student go from step 2 to step 3 and finding a numerator of 10?

multiplied the numerator by the numerator

multiplied the denominator by the denominator

converted the natural number into an improper fraction

turned the improper fraction into a mixed number

How did the student go from step 2 to step 3 and finding a denominator of 3?

multiplied the denominator by the denominator

multiplied the numerator by the numerator

converted the natural number into an improper fraction

turned the improper fraction into a mixed number

How did the student go from step 3 with $$\frac{10}{3}$$ to the step 4 answer of $$3\frac{1}{3}$$

turned the improper fraction into a mixed number

multiplied the numerator by the numerator

multiplied the denominator by the denominator

converted the natural number into an improper fraction

How does the commutative property work?

You can multiply the factors together in any way and still get the same product.

You can add the factors together in any way and still get the same product.

You can subtract the factors together in any way and still get the same product.

You can divide the factors together in any way and still get the same product.

Will you get the same answer if you flip the factors for the expression $$12\ x\ \frac{5}{7}$$

Yes, you will get the same answer.

No, you will get a different answer.

Why were 20 dots drawn?

One of the factors in this expression is $$\frac{4}{5}$$

Why are 5 rows drawn?

Because of the 5 in the denominator

Because of the 4 in the numerator

Because of the 20 as the second factor

Why are these specific circles put into a box?

Because these circles show $$\frac{4}{5}$$

Introduction to Multiplying Fractions and Modeling the Process

Authored by Michael Hubbard

Mathematics

5th Grade

CCSS covered

Used 5+ times

Introduction to Multiplying Fractions and Modeling the Process

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19 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Convert this natural number to a fraction.
3 =

Tags

CCSS.3.NF.A.3C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Convert this natural number to a fraction.
7 =

Tags

CCSS.3.NF.A.3C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Convert this natural number to a fraction.
34 =

Tags

CCSS.3.NF.A.3C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Convert this natural number to a fraction.
129 =

Tags

CCSS.3.NF.A.3C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Tags

CCSS.5.NF.B.4A

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Tags

CCSS.5.NF.B.7A

CCSS.5.NF.B.7C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Tags

CCSS.5.NF.B.6

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Introduction to Multiplying Fractions and Modeling the Process

Convert this natural number to a fraction.3 =

Convert this natural number to a fraction.7 =

Convert this natural number to a fraction.34 =

Convert this natural number to a fraction.129 =

How did the student get from the original expression to step 1?

How did the student go from step 2 to step 3 and finding a numerator of 10?

How did the student go from step 2 to step 3 and finding a denominator of 3?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for Mathematics

Convert this natural number to a fraction.
3 =

Convert this natural number to a fraction.
7 =

Convert this natural number to a fraction.
34 =

Convert this natural number to a fraction.
129 =