Caregiver Support | Grade 5 Unit 3
Unit 3
Multiplying
and Dividing
Fractions
Essential Questions
• ow can we represent situations in which we
H
determine a part of a part?
• ow can we represent equal-sharing
H
situations when a fraction of a whole is
being shared?
• ow can we determine how many fractional-
H
sized parts are in a number of wholes?
Unit Story:
Princess Sweetsocks
You can read the Unit
Story with your student by
visiting the Unit Story page
on the Caregiver Hub.
Africa Studio/[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 explore fraction
multiplication by predicting the number of pieces a paper
has been folded into 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 challenging friends or family members
to the same task of predicting the number of parts before
unfolding. Encourage students to fold different sizes of paper
to see if they notice patterns that hold true, no matter the
size of the original shape.
Summary Lesson 2
You can use different diagrams to represent a fraction of a fraction, or a
part of a part of the whole. Often, you can use the same diagram in different
ways to represent your thinking.
1 3
— of —
3 4
1 1 1 3
3 3 3 4
0 1 3 1
1
4 4 1 4
3
4 1
1
4
Try This
1 Select the true statement.
4 4
A Priya had —
6 of a jar of B Priya had —
6 of a jar of
1 1
beads. She used — 2 of the beads. She used — 2 of the
beads to make a bracelet. beads to make a bracelet.
2 4
Priya used —6 of the Priya used —8 of the
whole jar. whole jar.
4 4
C Priya had —
6 of a jar of D Priya had —
6 of a jar of
1 1
beads. She used — 2 of the beads. She used — 2 of the
beads to make a bracelet. beads to make a bracelet.
5 7
Priya used —8 of the Priya used —6
of the
whole jar. whole jar.
Summary Lesson 3
You can represent a unit fraction of a unit fraction with a diagram and
a multiplication equation. In the diagram, the whole is equipartitioned
twice. In the equation, the second factor represents the starting amount,
the first factor represents the fraction of the starting amount, and the
product represents the number of shaded parts out of the number of
equal parts in the whole.
1
— of —
1
1 of 1
— —
2 4 4 2
1
1 1 1
— × —
= —
4 2 8
1 1 1
— × —
= —
2 4 8
Try This
1 Write an equation to represent the area of the 1
shaded rectangular region in the diagram.
1
Summary Lesson 4
You can represent the product of a unit fraction and a non-unit fraction or a
mixed number with different diagrams and equations. The product is always
the number of parts shaded out of the number of equal parts in 1 whole.
1
× 2—
3
—
2 4
3
2 4
Equation A ( 1
) (
— × 2 + —
2
1 3
) 3
× — = 1 —
2 4 8
Equation B ( 1 8
) (
— × — + —
2 4
1 3
) 11
× — = —
2 4 8
1 11 11
Equation C — × — = —
2 4 8
Try This
1 Which expression represents the area 1
of the shaded rectangular region in
the diagram?
A
1 2 B
1 3
× —
— × —
—
4 4 4 4
1
1 2 1 3
C — × — D
× —
—
4 3 3 4
Summary Lesson 5
You can draw diagrams with equal-sized parts in each whole to represent
the area of a rectangular shaded region with side lengths that are
non-unit fractions or mixed numbers. You can interpret the diagrams
differently, such as making whole units or grouping equal-sized parts.
2 × 4
2 — —
3 5
1 yd 1 yd
1 yd 1 yd
2 2 24 8
15 15 15
Try This
1 Which equation represents the area of 1
the shaded rectangular region in the
diagram?
A
2 4 8 B
2 3 6
× — = —
— × — = —
—
3 5 15 3 5 15
1
2 2 4 3 2 6
C — × — = — D
— × — = —
5 4 20 5 4 20
Summary Lesson 6
The product of the numerators in the factors represents the number of
shaded parts, and the product of the denominators in the factors represents
the number of equal parts in 1 whole.
number of rows and columns
1 in the shaded region
— 4×3 12 number of parts in the shaded region
5 × 4 = —
20 number of equal parts in 1 whole
1
number of rows and columns
in the whole
Try This
1 hich expressions represent the area
W 1
of the shaded rectangular region in
the diagram? Select all that apply.
1 3 2 3
A — × — B — × —
3 5 3 5
1
2 2 2 2
C — × — D — × —
5 3 6 5
3 4 4 2
E — × — F — × —
5 6 6 5
Summary Lesson 7
You can determine the product of 2 fractions by multiplying the
numerators of the factors and the denominators of the factors.
When multiplying with mixed numbers, you can rewrite the mixed
number as a fraction greater than 1 or use the Distributive Property.
2 4 2 4
— × — 2 — × —
3 5 3 5
2 4 8 4 8×4
2 — × — = — × — = —
3 5 3 5 3×5
2 4 2×4
— × — = — or
3 5 3×5
2 4
(
2 — × — = —
3 5
6 4
) (
× — + —
3 5
2 4
)
× —
3 5
Try This
7 1
1 Evaluate the expression — × — .
8 7
Show or explain your thinking.
Show your
thinking
answer:
Summary Lesson 8
You can use the size of factors and the relationship between factors
and products to reason about problems involving multiplication with
fractions, whole numbers, and mixed numbers.
?×3=—
24
7
3=— 3
, so —
? × 3 = 24
—
1 ?×1 7
8 × 3 = 24 and 7 × 1 = 7, so — 8
.
7
Try This
For Problems 1–3, determine the value that makes the equation true.
2 20
1 — × = —
3 21
4 28
2 × — = —
9 45
5 35
3 — × = —
8 40
Summary Lesson 9
You can compare the size of a product to 1 factor by reasoning about the
size of the other factor.
Expression The product is . . .
4 4
— × 9,276 Equal to 9,276 because —
4 is equal to 1.
4
3 3
— × 9,276 Less than 9,276 because —
4 is less than 1.
4
4 4
— × 9,276 Greater than 9,276 because —
3 is greater than 1.
3
Try This
For Problems 1–3, complete the comparison statement using <, >, or =.
10
1 539 × —
539
7
10
2 539 × —
539
10
7
3 539 × — 539
10
Summary Lesson 10
You can compare the size of a product to either of its factors using the size
of the other factor. If the other factor is less than, equal to, or greater than 1,
the product is also less than, equal to, or greater than the compared factor.
15 23
— × —
14 30
other factor compared factor compared factor
15 23 23 15 23 15
— × — > — — × — < —
14 30 30 14 30 14
other factor
15 23 15 23
The product of —
14 × 30 is greater
— The product of —
14 × 30 is less
—
23 15 15 23
than —
30 because 14 is greater than 1.
— than —
14 because 30 is less than 1.
—
Try This
For Problems 1–4, complete the comparison statement using <, >, or =.
103 103 103
1 —
× —
—
104 104 104
103 104 103
2 —
× —
—
104 103 104
63 62 63
3 — × —
—
54 54 54
63 62 62
4 — × —
—
54 54 54
Sub-Unit 1 | Summary
In this sub-unit . . .
e saw that we can represent fraction multiplication with
W
diagrams and multiplication equations. We can interpret this
situation as determining part of a part.
1 3
3 4
1 1 1 1 3 3
— × — = — — × — = —
5 3 15 2 4 8
e determined the area of shaded rectangular regions and
W
represented the areas with equations.
1 1
1 1
2 5 10 6 4 24
— × — = —
— × —
= —
4 6 24 5 4 20
e saw that the product of 2 fractions can be determined by
W
multiplying the numerators and multiplying the denominators.
When multiplying with mixed numbers, you can rewrite the mixed
number as a fraction greater than 1 or use the Distributive Property.
7 5 7 5
2 — × — 2 — × —
9 8 9 8
7
2 — = —
9
25
9
18
9
5
8 ( 7
9) ( 5
— × — + — × —
8 )
25 5 125 90 35 125
— × — = — — + — = —
9 8 72 72 72 72
Math tip: Whole numbers are equivalent to fractions with a denominator
of 1. Mixed numbers are equivalent to fractions greater than 1 with the
same denominator.
Summary Lesson 11
You can use familiar diagrams and a division equation to represent story
problems in which a unit fraction is equally shared. Just like when equal
sharing with whole numbers, the dividend is the amount being shared,
the divisor is the number of equal shares, and the quotient is the size
of each share.
1
2 cats equally share — of a bag of food.
4
How much of a bag does each cat get?
1 1 1
4 ÷ 2 =
4 8
amount being number of size of each share
1 shared equal shares out of 1 whole
1
Each cat gets — of a whole bag of food.
8
Try This
1 Determine which expressions represent the tape diagram.
Select all that apply.
1
3
1 1
A — ÷ 6 B — ÷ 5
3 3
1 1
C — D —
6 18
Summary Lesson 12
You can use division equations and diagrams to represent “how many
parts?” problems and equal-sharing situations. In the equation, the dividend
is the total amount, the divisor is the size of the equal parts, and the
quotient is the number of parts in the total amount.
1
1 serving of cat food is —
4 bags of food.
How many servings are there in 2 bags?
1 1 1 1 1 1 1 1
4 4 4 4 4 4 4 4
1
2 2÷—
= 8
4
There are 4 servings in 1 bag, so there are
8 servings in 2 bags.
Try This
1 riya has a strip of ribbon that is 6 feet long. She cuts it into pieces that
P
are each — 61 feet long. Determine how many pieces she has now.
Then write a division equation to represent the situation.
Show your thinking.
Show your
thinking
answer:
equation:
Summary Lesson 13
You can use the structure of a division expression to relate expressions
to story problems and reason about the size of quotients without
drawing diagrams or evaluating.
1
1 serving of cat food 10 cats share —
5 bags of
1
Story problem is —
5 of a bag. How many food. How much food
servings are in 10 bags? does each cat get?
Problem type “how many parts?” equal sharing
1 1
10 ÷ ÷ 10
5 5
Expression
starting size of each starting number of
amount part amount shares/groups
1
Size of quotient greater than 10 less than —
5
Try This
1
1 Write a story problem that represents the expression 4 ÷ —
3 .
Summary Lesson 14
Just like with whole numbers, a multiplicative situation involving fractions
can be represented with multiplication and division equations. You can use
the relationship between multiplication and division to reason about
story problems.
1
4
1 1 1 1 1 1 1 1
4 4 4 4 4 4 4 4
1 2
1 ÷ 2 = 1
— 2÷— 1
= 8
—
4 8 4
1 × 1 = 1
— 2×4=8
— —
2 4 8
Try This
1
1 Diego cuts —
5 of a large dog treat for his 3 dogs to equally share. Write a
multiplication equation and a division equation to represent how
much of the dog treat each dog will get.
multiplication equation:
division equation:
Summary Lesson 15
Just like with whole numbers, you can create a story problem that involves
multiplication or division with fractions by thinking about what the operation
means and what the product or quotient will mean. This is particularly
helpful before choosing characters and an action for your story problem.
Expression Meaning Story problem
A dog had — 31 of a bowl of water and
1 1 1 1 1
— × — — of —
drank —
2 of the water. How much of a
2 3 2 3
whole bowl of water did the dog drink?
1
1 How many —
2 s 21 of a bag.
A serving of food is —
3 ÷ —
2 are in 3? How many servings are in 3 bags?
Try This
1 1
1 Create a story problem that represents the expression —
10 × 6 .
—
Sub-Unit 2 | Summary
In this sub-unit . . .
e represented equal-sharing situations in which a unit fraction
W
was divided by a whole number.
e represented “how many parts?” situations in which a whole
W
number was divided by a unit fraction.
1 2 3 6 9 12
1 1
1 1 1
— ÷ 4 = — 4 ÷ — = 12
3 12 3
amount number size of amount size of number
being of each being each of
shared shares share shared share shares
Math tip: When dividing by a number greater than 1, the quotient is less
than the dividend. When dividing by a unit fraction, the quotient is greater
than the dividend. This makes sense because the size of a unit fraction is
much smaller than a number greater than 1.
e represented the same situation with division equations and
W
multiplication equations.
Situation Representations
41 of a stack of flyers
There is —
left. Shay and KT split it equally.
How much of the stack of flyers 1 1
— ÷ 2 = —
does each person get? 4 8
1 1 1
A full bottle contains 2 milliliters — × — = —
2 4 8
of medicine. Each kitten needs
41 milliliters of medicine. How
— 1 2 3 4 5 6 7 8
many kittens can be given
medicine from a full bottle? 1
2÷—
= 8
4
2×4=8
Try This | Answer Key
Lesson 2
1 A
Lesson 3
1 1 1 1 1 1
1 —
× —
= — or —
× —
= —
6 3 18 3 6 18
Lesson 4
1 B
Lesson 5
1 D
Lesson 6
1 B and E
Lesson 7
1 Sample work:
7 1 7×1 7
— × — = — = —
8 7 8×7 56
7 1
answer: —
or —
56 8
Lesson 8
1 10 3 2 7 2 3 7 2
— or 1 — — or 1 — — or 1 —
7 7 5 5 5 5
Lesson 9
1 > 2 = 3 <
Lesson 10
1 < 2 > 3 > 4 >
Try This | Answer Key
Lesson 11
1 A and D
Lesson 12
1 Sample work:
1 ft
6 12
18 24
30 36
answer: 36 pieces
1
equation: 6 ÷ — = 36
6
Lesson 13
1 ample response: Jada is sharing 4 cups of popcorn with
S
1
friends. Each friend receives — 3 cups of popcorn. How many
friends are there?
Lesson 14
1 1 1 1
multiplication equation: — × — = —
3 5 15
1 1
division equation: —
÷ 3 = —
5 15
Lesson 15
1 ample response: An artist had —
S
1
6 cans of blue paint to use
1
10 of the blue paint to paint the
on her painting. She used —
sky. How much of the can of blue paint did she use for
the sky?