Multiplying Whole Numbers by Fractions

This video tutorial teaches how to multiply a whole number by a fraction using visual aids. It begins with a review of fractions, explaining numerators and denominators, and how fractions represent division. The lesson uses the example of Yesenia eating half of six cookies to demonstrate the concept. Visual methods like number lines and area models are employed to illustrate the process. Common misunderstandings, such as expecting a larger product, are addressed. The lesson concludes by reinforcing the concept that multiplying by a fraction less than one results in a smaller product.

What is the first step in multiplying a whole number by a fraction?

• Subtract the fraction from the whole number

• Add the whole number to the fraction

• Multiply the whole number by the numerator

• Divide the whole number by the fraction

What does the numerator in a fraction represent?

• The part

• The whole

• The dividend

• The divisor

How can fractions be interpreted in terms of division?

• As a subtraction of the denominator from the numerator

• As a sum of two numbers

• As a product of two numbers

• As a division of the numerator by the denominator

In Yesenia's example, how many cookies does she get to eat?

• Five cookies

• Four cookies

• Three cookies

• Two cookies

What does the denominator tell you when multiplying a whole number by a fraction?

• How many parts to divide the whole into

• How many parts to add to the whole

• How many parts to subtract from the whole

• How many parts to multiply the whole by

How can a number line be used to represent multiplication of a whole number by a fraction?

• By multiplying the whole number by the fraction

• By dividing the whole number into equal segments

• By adding the whole number repeatedly

• By subtracting the fraction from the whole number

What is an area model used for in this context?

• To add fractions

• To subtract fractions

• To visually represent multiplication of a whole number by a fraction

• To divide fractions

Why might students expect a larger product when multiplying by a fraction?

• Because they are used to fractions being larger than whole numbers

• Because they confuse multiplication with addition

• Because they think fractions always increase the value

• Because they are used to multiplication resulting in a larger product

What happens to the product when a whole number is multiplied by a fraction less than one?

• The product is less than the whole number

• The product is greater than the whole number

• The product is zero

• The product is equal to the whole number

What is the final product when multiplying six by one-half?

• Three

• Five

• Two

• Four