Caregiver Support | Grade 5 Unit 2
Unit 2
Fractions as
Quotients
and Fraction
Multiplication
Essential Questions
• How are division and fractions related?
• ow can we determine the area of a rectangle
H
with fractional side lengths?
Unit Story: The More
the Merrier
You can read the Unit
Story with your student by
visiting the Unit Story page
on the Caregiver Hub.
sirtravelalot/[Link] © Amplify Education, Inc and its licensors. Amplify Desmos Math
is based on curricula from Illustrative Mathematics (IM).
Unit Investigation
Lesson 1 is the Unit Investigation. Students interpret and
represent an equal-sharing situation in which each person’s
share includes a part of a whole to build curiosity and apply
their own knowledge in a variety of ways. Use the Caregiver
Connection to help students continue to explore the math
they will see in the unit.
Caregiver Connection
Students may enjoy exploring equal-sharing situations
such as sharing food, playing games, filling containers, or
wrapping presents. You may ask:
• “How much do you want to share?”
• “How many people do you want to share with?”
• “How will you share the leftover amount?”
Summary Lesson 2
Equal-sharing story problems can be represented with a diagram and a
division expression. Sometimes, the quotient, or amount each person
receives, is a fraction less than or greater than 1.
3 friends equally share 2 sandwiches.
How many sandwiches does each friend receive?
Amount each
Diagram Division expression
friend receives
2÷3
2
—
3 of a sandwich
what is being the number
shared of shares
Try This
1 4 students equally share 5 pages of stickers for an art project.
Determine how many pages of stickers each student receives.
Then write a division expression to represent the story problem.
Show or explain your thinking.
Show your
thinking
answer: expression:
Summary Lesson 3
You can represent an equal-sharing situation with a division equation.
The dividend and numerator represent the amount being shared, and the
divisor and denominator represent the number of shares.
5 liters of water are shared by 6 people. How many liters of water
does each person receive?
what is being shared
5 how much each person receives
5÷6=
6 (size of 1 group)
number of equal shares
Try This
1 Jada cuts an 11-inch strip of paper into 5 equal parts. Write an equation
to represent the length of each part in inches.
2 Han shared 7 liters of water equally among his 6 dogs. Write an
equation to represent the amount of water each dog received in liters.
Summary Lesson 4
A fraction can be used to write and solve equal-sharing story problems.
amount being shared 3 amount each person receives
number of equal shares 2 (size of 1 group)
Jada has 3 yards of wrapping paper. If she uses all of the wrapping paper
to wrap 2 same-sized presents, how many yards of wrapping paper does
she use to wrap each present?
Try This
For Problems 1–4, match the division equation with a situation it could
represent.
Equation Situation
8 randpa made 5 loaves of banana
G
1 8 ÷ 11 = — bread and divided 7 cups of bananas
11
equally among the loaves.
11 he animal shelter had 11 bird cages
T
2 11 ÷ 8 = — and 8 cups of bird feed to share equally
8
among the bird cages.
7
3 7÷5=—
7 cats shared 5 cups of food equally.
5
5 students shared some water equally.
8
4 5÷7=—
Each student received more than 1 cup
7
of water.
Summary Lesson 5
A fraction can be interpreted as division of the numerator by the
denominator. Likewise, a division expression can be interpreted as a
fraction in which the dividend is the numerator and the divisor is the
denominator.
7
— = 7 ÷ 8
8
8
8 ÷ 7 =
—
7
Try This
1 Priya divided 3 cups of blueberries equally to make muffins. Each
3
muffin used —
14
cups of blueberries. How many muffins did Priya make?
6
2 Han made 6 cups of chicken potato soup for his family. He poured —
4
cups of soup into each bowl. How many bowls of soup did Han prepare?
Sub-Unit 1 | Summary
In this sub-unit . . .
e represented equal-sharing situations involving 2 whole
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numbers with division expressions. The quotient represents the
size of each share.
Situation Diagram Fraction Expression
4 people
3
equally share — 3÷4
4
3 sandwiches.
1
4 sandwiches are
4
shared equally — 4÷3
3
by 3 people.
1
We noticed:
• The dividend in a division expression, which represents an amount being
shared, is related to the numerator in its quotient.
• The divisor in a division expression, which represents a number of equal
shares, is related to the denominator in its quotient.
Math tip: When the number of things being shared is greater than
the number of people sharing, each share is greater than 1. When the
number of things being shared is less than the number of people sharing,
each share is less than 1.
e saw that a fraction can be interpreted as division of the
W
numerator by the denominator. Likewise, a division expression
can be interpreted as a fraction in which the dividend is the
numerator and the divisor is the denominator.
Summary Lesson 6
Just like with whole numbers, multiplication expressions and division
expressions can be used to represent the same equal-sharing or part-of-
a-whole story problem.
2 friends share 3 sandwiches.
How many sandwiches does
each person eat?
1 1
3÷2 3 × — — × 3
2 2
Try This
1 8 cups of dog food is shared equally by 7 dogs. Represent the situation
with a multiplication equation and a division equation.
multiplication equation:
division equation:
1
2 Diego fed his cats —
5 of a 9-pound bag of cat food. Represent the
situation with a multiplication equation and a division equation.
multiplication equation:
division equation:
Summary Lesson 7
Dividing 2 whole numbers is equivalent to multiplying a whole number
and a unit fraction.
If... And... Then...
6 1 6 1
6÷8= 8 6× 8 = 8 6÷8=6× 8
Try This
1 51 × 2 represent the diagram.
Explain how the expressions 2 ÷ 5 and —
1
Summary Lesson 8
Diagrams and equivalent expressions can be used to represent the product
of a non-unit fraction and a whole number.
1 1
8 4 1 1
— — × 2 8 × — 2 × 4 × —
6 6 6 6
Try This
1 43 kilometers. Write an
4 people run a relay race. Each person runs —
equation to represent how much they run altogether in kilometers.
7
2 Shawn cuts a strip of paper into 5 equal parts. Each part is —
5 inches
long. Write an equation to represent the length of the original strip of
paper in inches.
Sub-Unit 2 | Summary
In this sub-unit . . .
e represented an equal-sharing story problem and a part-of-
W
a-whole story problem with diagrams, division expressions,
and multiplication expressions.
Cousin Maxim shared a
story about a time when Cousin Maxim is training for
he and his friends, Lin and another race. On Monday,
Situation Andre, ran a 5-mile race as he ran — 41 of his road, which
a team. They each ran the is 7 miles long. How far did
same distance. How many Maxim run in miles?
miles did each person run?
LMA LMA LMA LMA LMA
Diagram 1 2 3 4 5
3 3 3 3 3 1 mile
1 1 1
Expressions 5÷3 —
× 5
3
5×—
3
7÷4 —
× 7
4
41
7×—
e saw that the same diagram can be represented with an
W
equation involving equivalent multiplication and division
expressions. Dividing 2 whole numbers is equivalent to
multiplying a whole number with a unit fraction.
3 1 3 1
3÷4=—
3 × — = — 3÷4=3×—
4 4 4 4
e interpreted diagrams and explained how different expressions
W
involving multiplying a whole number with a non-unit fraction
represented the shaded region of a given diagram.
Math tip: Shaded area diagrams can be used to represent the product
of any 2 numbers.
Summary Lesson 9
The area of a shaded rectangular region with whole-number and unit-
fraction side lengths can be determined by counting the number of shaded
parts or by multiplying the number of unit squares by the size of each
shaded part in each unit square.
1 unit
1
3
units
1 1 1 1 4
— + — + — + — = —
3 3 3 3 3
or
1 1
4 × — = 1 —
3 3
Try This
1 Determine the area of the shaded rectangular region in square units.
Show or explain your thinking.
Show your
thinking
1 unit
1
5
units
answer:
Summary Lesson 10
The same strategies can be used to determine the area of a shaded
rectangular region with a unit-fraction or non-unit fraction side length.
When there is a non-unit fraction side length, the area can be represented
with different equivalent expressions.
1 unit
1 unit
2 2 2
3 3 3
area: expressions:
6 2
— or 2 square units 3 × —
3 3
1
3×2×—
3
Try This
1 Write an expression to represent the area of the shaded rectangular
region. Then determine the area of the shaded rectangular region
in square units.
Show or explain your thinking.
Show your
thinking
1 unit
1 unit
expression: answer:
Summary Lesson 11
The same strategies used for determining the areas of rectangles can
be used to determine the area of a rectangle with a fractional side length
greater than 1. Sometimes it is helpful to think about the side length as a
mixed number.
1
4 × 2 —
2
5
4 × —
2
Try This
1 Determine the area of the shaded rectangular region in square feet.
Show or explain your thinking.
Show your
thinking
1 foot
1 foot
answer:
Summary Lesson 12
You can decompose a fractional side length greater than 1 into a whole
number and a fraction less than 1 and then add the 2 areas together.
You can also determine the area of the entire diagram and then subtract
the area of the unshaded part.
1 unit
1 unit
1 unit
1 unit
4 × 6 = 24
4 × 5 = 20
4 × 21 = 2
4 × 21 = 2
20 + 2 = 22, so 22 square units. 24 − 2 = 22, so 22 square units.
Try This
1 Determine the area of the shaded rectangular region in square units.
Show your thinking.
Show your
thinking
1 unit
1 unit
answer:
Summary Lesson 13
The Distributive Property can be used to multiply a mixed number and a
whole number to help you determine the product.
2
4 × 5 —
3
2
4×5 4×
3
2 2
4 × 5 — = (4 × 5) + (4 × —
)
3 3
8 2 2
20 or 2 = 20 + 2 —
3 3 3
2
= 22 —
3
Try This
1 Select all the expressions that represent 1 unit
the area of the shaded rectangular region
in square units. 1 unit
1
A 20 × 2 × —
3
1 2
B 3 — × —
3 3
2
C (4 × 3) + (4 × —
)
3
1
D 4 × 3 —
3
2
E (4 × 4) − (4 × —
)
3
Summary Lesson 14
When multiplying whole numbers and fractions greater than 1, you can
multiply by a fraction greater than 1 or by a mixed number. Consider the
numbers to determine which way would be more helpful.
5
—
× 15
3
5 2
— = 1 —
5 75 3 3
— × 15 = —
3 3 2
(15 × 1) + (15 × — )
3
75 ÷ 3 = 25
15 + 10 = 25
Try This
1 Which equations are true? Select all that apply.
8 32 2 2
A — × 4 = —
B 3 × 1 — = 3 —
3 3 3 3
1 5 14 7
C 10 — = 2 — × 4 D — = — × 2
2 8 8 4
5 3 3 11
E — × 3 = 3 — F 1 — × 2 = —
4 4 8 4
2 Determine whether each equation is true or false. Place a check mark in
the correct column.
True False
4 4
3 × 4 — = (3 × 4) + (3 × — )
5 5
3 1
6 × 2 — = (6 × 2) − (6 × — )
4 4
1 1
4 — × 3 = 4 × — × 3
2 2
5 29
4 × 3 — = 4 × —
8 8
Summary Lesson 15
You can estimate the product of a whole number and any fraction by
reasoning about the relative size of the fraction factor and considering
how close the mixed number is to the next benchmark value.
6 31
5 × 8—
8×—
7 7
6 31 1
8 — is about 9. — is about 4 — .
7 7 2
5 × 9 = 45 1
8 × 4 — = 36
2
6 31
5 × 8 — is about 45. 8 × — is about 36.
7 7
Try This
11
1 Han says that 9 12
— × 5 is close to but a little less than 50.
Do you agree with Han? Explain your thinking.
Sub-Unit 3 | Summary
In this sub-unit . . .
e determined the area of rectangular regions with 1
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whole-number side length and 1 fractional side length.
4 units
1 unit 3
1 5 units
3 units
1 6 3 12 2
6 × — = — or 2 square units 4×—
= — or 2 — square units
3 3 5 5 5
e saw that we can represent the area of rectangles with
W
1 whole-number side length and 1 fractional side length with
different, equivalent expressions involving multiplication, addition,
and subtraction.
1 unit 3
• 3×5—
4
23
1 unit • 3×—
4
1
• 3 × 23 × —
4
(
• (3 × 5) + 3 × —
3
)
4
(
• (3 × 6) − 3 × —
1
)
4
Math tip: To multiply with a mixed number, you can convert the mixed
number to a fraction greater than 1 and multiply, or you can use the
Distributive Property to multiply with the whole number part and the
fraction part separately and then add those products.
e used estimation to reason about products of whole numbers
W
and fractions.
2 2
9 × 4 = 36. 4—
is greater than 4, so 9 × 4—
is greater
3 3
than 36 square feet.
Try This | Answer Key
Lesson 2
1 Sample work:
ABCD ABCD ABCD ABCD ABCD
1 2 3 4 5
4 4 4 4 4
or
A B C D ABCD
1 1
4
5 1
answer: —
or 1 — pages
4 4
expression: 5 ÷ 4
Lesson 3
1 11 1
or 2 —
11 ÷ 5 = —
5 5
2 7 1
or 1 —
7÷6=—
6 6
Lesson 4
7
7÷5=—
randpa made 5 loaves of banana bread and divided 7
G
5
cups of bananas equally among the loaves.
8
8 ÷ 11 = —
11 T he animal shelter had 11 bird cages and 8 cups of bird
feed to share equally among the bird cages.
5
5÷7=—
7 7 cats shared 5 cups of food equally.
11
11 ÷ 8 = — 8
8 students shared some water equally. Each student
received more than 1 cup of water.
Lesson 5
1 14 muffins
2 4 bowls of soup
Try This | Answer Key
Lesson 6
1 8
1 multiplication expression: 8 × — = —
7 7
8
division expression: 8 ÷ 7 = —
7
1 9
2 multiplication expression: —
× 9 = —
5 5
9
division expression: 9 ÷ 5 = —
5
Lesson 7
1 Sample response: 2 ÷ 5: There are 2 wholes, each divided
into 5 equal parts, and 1 part is shaded in each whole.
1 1
—
5
× 2: There are 2 wholes. —
5
of each whole is shaded.
Lesson 8
3 12
1 4 × — = — or 3
4 4
7 35
2 5 × — = — or 7
5 5
Lesson 9
1 Sample work:
1 unit
1
5
units
4
square units or equivalent
answer: —
5
Try This | Answer Key
Lesson 10
1 Sample work:
1 unit
2 3 4
3
5
units
1 unit
3
expression: Sample response: 4 × —
5
12 2
answer: — or 2 — square units
5 5
Lesson 11
1 Sample work:
1 foot
(
(3 × 4) + 3 × —
1
4 )
1 foot
3
12 + —
4
3×4
1
3 ×4
3
answer: 12 —
4 square feet or equivalent
Lesson 12
1 Sample work: 2×3=6
1 unit
3 6
2 × — = —
1 unit
4 4
6 1
—
= 1 —
4 2
1 1
6 + 1 — = 7 —
2 2
1
answer: 7 — square units or equivalent
2
Try This | Answer Key
Lesson 13
1 A, D, E
Lesson 14
1 A, C, E, F
2 True False
4 4
3 × 4 — = (3 × 4) + (3 × — )
5 5
3 1
6 × 2 — = (6 × 2) − (6 × — )
4 4
1 1
4 — × 3 = 4 × — × 3
2 2
5 29
4 × 3 — = 4 × —
8 8
Lesson 15
1 11
Sample explanation: I agree. 10 × 5 = 50, and 9 —
12
is close to
11
but less than 10. So, 9 —
12
× 5 is a little less than 50.