Prairie Lakes Area Education Agency

Spring Progress Monitoring and Instructional Strategies for 4.NF.4  

Standard:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

  1. 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).
  2. 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.)
  3. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?


Progress Monitoring:
Ask students to multiply a fraction by a whole number.

Instructional Activities:
Number Talk: Whole number times a fraction highlight strategies such: number lines, area models, distributive property, decomposing into unit fractions
Models for Fraction Multiplication
Multiply a Whole Number by a Fraction
Teaching Student-Centered Mathematics 3-5 (Van de Walle): In chapter titled Building Strategies for Fraction Computation: Fractions of Whole Numbers
​Beyond Invert and Multiply: Chapters 5 &6

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