Common Core State  Standards covered in  Module 3

• 5.NF Number and Operations—Fractions

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

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

  • 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers.

  • 5.NF.B.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.B.5.a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

• 5.NF.B.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.B.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.B.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.

• 5.NF.B.7.c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

• 5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

• 5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

 Multiplying Fractions by Fractions:

http://www.mathplayground.com/fractions_mult.html

http://www.mathnook.com/math/brainracerfraction.html

http://www.arcademics.com/games/snow-sprint/snow-sprint.html

http://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-game.html

http://www.xpmath.com/forums/arcade.php?do=play&gameid=29