The purpose of this task is to have students think about the …

The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and to use this understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.

This task requires students to recognize both "number of groups unknown" and …

This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.

This task builds on a fifth grade fraction multiplication task and uses …

This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.

This task builds on a fifth grade fraction multiplication task and uses …

This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.

The purpose of this task is to provide students with a concrete …

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

This tasks lends itself very well to multiple solution methods. Students may …

This tasks lends itself very well to multiple solution methods. Students may learn a lot by comparing different methods. Students who are already comfortable with fraction multiplication can go straight to the numeric solutions given below. Students who are still unsure of the meanings of these operations can draw pictures or diagrams.

The purpose of this task is for students to find the answer …

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

This task requires students to be able to reason abstractly about fraction …

This task requires students to be able to reason abstractly about fraction multiplication as it would not be realistic for them to solve it using a visual fraction model. Even though the numbers are too messy to draw out an exact picture, this task still provides opportunities for students to reason about their computations to see if they make sense.

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