Multiplying Fractions Modeling

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

• 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 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

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

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

• 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

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

• 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 does the commutative property work?

• 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 multiply 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.

Tags

CCSS.3.OA.B.5

Why were 20 dots drawn?

• One of the factors is 20

Tags

CCSS.5.NF.B.4A

Why are 5 rows drawn?

• Because of the 4 in the numerator

• Because of the 5 in the denominator

• Because of the 20 as the second factor

Tags

CCSS.5.NF.B.4A

• 4/5

• 10

• 20

• 16

Tags

CCSS.4.NF.B.4B

CCSS.4.NF.B.4C

• 4/7 x 3/5

• 3/7 x 4/5

• 9/35 x 9/35

• 3/5 x 7/4

Tags

CCSS.5.NF.B.6

• 5/8 x 5

• 1/5 x 5/8

• 1/2 x 2/3

• 6/8 x 3/4

Tags

CCSS.5.NF.B.6