## Multiplying and Dividing Fractions

Activity type: Interactive Activity

## Multiplying and Dividing Fractions

Course
Mathematics
Section
Fractions
Outcome
Multiplying and Dividing Fractions
Activity Type
Interactive Activity
Activity ID
20460

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## United States – Common Core State Standards

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

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

• 5.NF.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.)

• 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.

• 5.NF.7 – Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

• 5.NF.7.a – Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

• 5.NF.7.b – Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

## Australia – Australian Curriculum

This activity is not included in Australia – Australian Curriculum.

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

## New Zealand – National Standards

• ##### 7.NA – Number and algebra
• 7.NA.1 – Apply additive and multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including percentages)

## United Kingdom – National Curriculum

• ##### 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 ]