Multiplying fractions by a whole number - visual

  • Grade: Grade 5
    Activity type: Interactive Activity

Multiplying fractions by a whole number - visual

Course
Mathematics
Grade
Grade 5
Section
Fractions
Outcome
Multiplying fractions by a whole number - visual
Activity Type
Interactive Activity
Activity ID
28487

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”


  • 4 – Grade 4
    • 4.NF – Number & Operations—Fractions (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.)
      • Mathematics

        • 4.NF.4 – Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

          • 4.NF.4.a – Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

          • 4.NF.4.b – Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

  • 5 – Grade 5
    • 5.NF – Number & Operations—Fractions
      • Mathematics

        • 5.NF.5 – Interpret multiplication as scaling (resizing), by:

          • 5.NF.5.b – Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

This activity is not included in Australia – Australian Curriculum.

You can go to an overview of all the curricula here.

  • 6 – Year 6
    • 6.NA – Number and algebra
      • 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to:

        • 6.NA.1.b – Find fractions of sets, shapes, and quantities

  • KS2.Y4 – KS2 Year 4
    • Year 4 programme of study
      • KS2.Y4.N.F – Number - fractions (including decimals)

        • Pupils should be taught to:

          • KS2.Y4.N.F.3 – Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

  • KS2.Y5 – KS2 Year 5
    • Year 5 programme of study
      • KS2.Y5.N.F – Number - fractions (including decimals and percentages)

        • Pupils should be taught to:

          • KS2.Y5.N.F.5 – Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

  • KS2.Y6 – KS2 Year 6
    • Year 6 programme of study
      • KS2.Y6.N.F – Number - Fractions (including decimals and percentages)

        • Pupils should be taught to:

          • KS2.Y6.N.F.6 – Divide proper fractions by whole numbers [for example, ⅓ ÷ 2 = ⅙ ]