STOP.....IT'S FRACTION TIME!!!!

So far we have covered multiplying single & double digit numbers, long multiplication, and multiplication including addition.  This week I will be covering mulitplying fractions.  Fractions may can be simple for students when trying to identify a portion of a large quanity. A circle that is divided in half and shaded is equalled to 1/2 and a square that is cut into 4 squares and three of them are shaded is equalled to 3/4. Though that can be easy, some students might find it difficult when they want to find out how much of the shaded areas combined equals up too. Here is a video below to show students how to multiply fractions.

After the students become familarized with the song the students should be presented with the three step process of multiplying fractions.

Steps for Multiplying Fractions:

1. Multiply the numerator.

2. Multiply the denomicator.

3. Reduce the fraction if necessary.





After we revisit the parts of a fraction from the example of above I would then give students an example of how to multiple a fraction by used the three step process.




Below is a work sheet that can be given to students for them to practice on.



For an even fun activity you can group students in to pairs and have them give each other there own fraction multiplication problems by providing them with a blank sheet.

CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction

CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd).