ALEX Learning Activity Resources

   View Standards     Standard(s): [MA2019] (5) 10 :

10. Add and subtract fractions and mixed numbers with unlike denominators, using fraction equivalence to calculate a sum or difference of fractions or mixed numbers with like denominators.

[MA2019] (5) 12 :

12. Apply and extend previous understandings of multiplication to find the product of a fraction times a whole number or a fraction times a fraction.

a. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x q and create a story context for this equation to interpret the product as a parts of a partition of q into b equal parts.

b. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x (^c/_d) and create a story context for this equation to interpret the product.

c. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

d. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths to show that the area is the same as would be found by multiplying the side lengths.

This activity is an exploration of mixed numbers, improper fractions, multiplying fractions by a whole number, and adding fractions with unlike denominators. The students will create a digital design using virtual pattern blocks. Counting the hexagon as one whole, the students will multiply the fractional pieces of their design and then use a blank pattern block template to add fractions with unlike denominators and find the total value for the picture.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (5) 12 :

12. Apply and extend previous understandings of multiplication to find the product of a fraction times a whole number or a fraction times a fraction.

a. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x q and create a story context for this equation to interpret the product as a parts of a partition of q into b equal parts.

b. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x (^c/_d) and create a story context for this equation to interpret the product.

c. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

d. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths to show that the area is the same as would be found by multiplying the side lengths.

[MA2019] (5) 15 :

15. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions and illustrate using visual fraction models, drawings, and equations to represent the problem.

b. Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

c. Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.

[MA2019] (5) 14 :

14. Model and solve real-world problems involving multiplication of fractions and mixed numbers using visual fraction models, drawings, or equations to represent the problem.

Students will be creating a Halloween-themed recipe and then altering it to feed various amounts of "witches". The students will practice both multiplying and dividing fractions.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (5) 12 :

12. Apply and extend previous understandings of multiplication to find the product of a fraction times a whole number or a fraction times a fraction.

a. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x q and create a story context for this equation to interpret the product as a parts of a partition of q into b equal parts.

b. Use a visual fraction model (area model, set model, or linear model) to show (^a/_b) x (^c/_d) and create a story context for this equation to interpret the product.

c. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

d. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths to show that the area is the same as would be found by multiplying the side lengths.

This virtual manipulative can be used to help students visualize the multiplication of two fractions using an area model. This interactive manipulative can help improve students' spatial skills and build conceptual understanding of fraction multiplication. 

This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.