# Access Point #: MAFS.4.NF.2.AP.4a (Archived Access Point)

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Multiply a fraction by a whole number using a visual fraction model.

#### Essential Understandings

Concrete:

• Place fraction manipulatives in groups as indicated by the whole number in a given multiplication expression (e.g., 2 × 1/3 = 2 groups of 1/3 or 3 × 1/4 = 3 groups of 1/4).
• Use repeated addition/skip counting to find the product (e.g., 1/3 + 1/3 = 2/3 or 1/4 + 1/4 + 1/4 = 3/4).
Representation:
• Use a visual representation of a whole divided into equal pieces (each piece may be labeled with the corresponding unit fraction). Shade the number of groups of the fraction (e.g., 3 groups of 1/5 ) as indicated by the whole number.
• Use repeated addition/skip counting to find the product (e.g., 1/5 + 1/5 +1/5 = 3/5).
• Understand the following vocabulary: numerator, denominator.

 Number: MAFS.4.NF.2.AP.4a Category: Access Points Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. (Major Cluster) :  Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

#### Related Standards

Name Description
MAFS.4.NF.2.4: 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?
 Clarifications:Examples of Opportunities for In-Depth Focus This standard represents an important step in the multi-grade progression for multiplication and division of fractions. Students extend their developing understanding of multiplication to multiply a fraction by a whole number.

#### Related Courses

 Name Description 5012060: Mathematics - Grade Four 7712050: Access Mathematics Grade 4 5012065: Grade 4 Accelerated Mathematics 5012015: Foundational Skills in Mathematics 3-5

#### Element Cards

 Name Description 4th Grade Math Element Cards: Element Cards are available to assist in planning for instruction. They are designed to promote understanding of how students move toward the academic standards. Element Cards contain one or more access points, essential understandings, suggested instructional strategies and suggested supports.