12/6/2023 0 Comments Area models with fractionsWhen beginning with models to build understanding, students can make sense of the process as well as their answers. Students will use exploration with models and patterns to build towards understanding why when multiplying fractions, the numerators of the two fractions can be multiplied as well as the denominators.Īlthough memorizing rules may allow students to find the product, their understanding of multiplication of fractions allows them to solve real and mathematical problems that require this skill. In this Unit, students will build upon the understanding acquired from work with multiplying fractions of whole numbers and multiplying fractions with unit fractions. 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. MAFS.5.NF.2.5: Interpret multiplication as scaling (resizing), by:Ī. MAFS.5.NF.2.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Multiply fractional side lengths to find area of rectangles and represent fraction products as rectangular areas. 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. ![]() ![]() For example, use a visual fraction model to show, and create a story context for this equation. Interpret the product as a parts of a partition of q into b equal parts equivalently, as the result of a sequence of operations a x q ÷ b. MAFS.5.NF.2.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.Ī.
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