Chapter 8: Multiply Fractions by Whole Numbers

In Chapter 8 we will:

• build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

Vocabulary:

fraction – a number that names part of a while or part of a group

factor - a number that us multiplied by another number to find a product

multiple – the product of two counting numbers

(ex. multiples of 3 are: 3,6,9,12,15,18,21...)

product – the answer to a multiplication problem

unit fraction – a fraction that has a numerator of one

Identity Property of Multiplication - the property that states the product of any number and 1 is that number (ex. 6x1=6, 327x1=327)

Chapter 8 videos:

Lesson 8.1 Multiples of Unit Fractions (CC.4.NF.4b)*

Lesson 8.2 Multiples of Fractions (CC.4.NF.4b)^

Lesson 8.3 Multiply a Fraction by a Whole Number Using

Models (CC.4.NF.4b)*

Lesson 8.4 Multiply a Fraction of Mixed Number by a Whole

Number (CC.4.NF.4c)^

Lesson 8.5 Problem Solving: Comparison Problems with

Fractions (CC.4.NF.4c)*

^ - created by Alden Jack - North Park Elementary

* - created by Holly Stuart - North Park Elementary

Chapter 8 Standards: Number and Operations - Fractions

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. (CC.4.NF.3)

a. Understand addition and subtraction of fractions as joining and separating

parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in

more than one way, recording each decomposition by an equation.

Justify decompositions e.g., by using a visual fraction model.

Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8;

2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

c. Add and subtract mixed numbers with like denominators, e.g., be replacing

each mixed number with an equivalent fraction, and/or by using properties of

operations and the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring

to the same whole and having like denominators, e.g., by using visual

fraction models and equations to represent the problem.