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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?
Standard #: MAFS.4.NF.2.4Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 4
Domain-Subdomain: Number and Operations - Fractions
Cluster: Level 2: Basic Application of Skills & Concepts
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.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
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  • Fraction Quiz # Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.
Formative Assessments
  • How Much Sugar? # Students are asked to multiply a fraction by a whole number to solve a word problem and to represent the product with a visual fraction model.
  • Training for a Race # Students are asked to multiply an improper fraction by a whole number to solve a word problem and use a visual model or equation to represent the problem.
  • How Many One Fourths? # Students are asked to multiply a fraction by a whole number and to represent the product with a visual fraction model.
  • Fractions and Multiples # Students use a visual fraction model to explain how many one sixths are in begin mathsize 11px style 13 over 6 end style and record their work with an equation.
Lesson Plans
  • Volunteering with the Mayor Part 2 # Volunteering is vital to keeping any community safe, inviting, and running smoothly! In this lesson, students will work together to plan a volunteer project they would like to see happen in their community; as well as, create a budget for their project.
  • Volunteering with the Mayor #

    The mayor wants to build a new park in town! Volunteer your time and help the mayor design an expense report with a given budget for the new park in this lesson.

  • Birthday Balloon Planner # In this Model Eliciting Activity, MEA, students will develop a procedure for choosing a balloon company for a birthday party and rank them from best to worst. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Modeling Multiple Groups of Fractions # In this inquiry lesson students will use a situational story to explore ways to find the total quantity of a fraction multiplied by a whole number using various models.
  • Multiple Bake Sale Cookie Recipes with fractional ingredients # In this lesson students will explore ways to find the product of mixed numbers multiplied by a whole number using a real-world situation.
  • "What's the part? What's the whole?" # This lesson provides a conceptual approach to multiplying a fraction times a whole number and a whole number times a fraction.  Students are to use an understanding of the meaning of the denominator and numerator to figure out a strategy for finding the solution. 
  • Looking for Patterns in a Sequence of Fractions # Students generate and describe a numerical pattern using the multiplication and subtraction of fractions.
  • Exploring Fraction Multiplication # Students will link multiplication of a whole number times a fraction with repeated addition and fraction circle manipulative. 
  • Modeling Multiplication with Fractions # Students will relate multiplication strategies with fractions through problem solving situations. This lesson connects prior understanding of multiplication and equal groups to multiplication of fractions.
  • Multiple Bake Sale Cookie Recipes with fractional ingredients PART 1 # In this lesson students are guided through the process of multiplying a whole number and a fraction in a real-world situation.  The lesson uses the number line to explain the process.
  • Multiply Fractions and Whole Numbers with Models # Students will multiply a whole number by a fraction through set models and problem solving.
Original Student Tutorials
Problem-Solving Tasks
  • Sugar in six cans of soda # This task provides a familiar context allowing students to visualize multiplication of a fraction by a whole number. This task could form part of a very rich activity which includes studying soda can labels.
  • Connor and Makayla Discuss Multiplication # The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and use this burgeoning understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.
Tutorial
STEM Lessons - Model Eliciting Activity
  • Birthday Balloon Planner # In this Model Eliciting Activity, MEA, students will develop a procedure for choosing a balloon company for a birthday party and rank them from best to worst. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
  • Fractions and Multiples # Students use a visual fraction model to explain how many one sixths are in begin mathsize 11px style 13 over 6 end style and record their work with an equation.
  • How Many One Fourths? # Students are asked to multiply a fraction by a whole number and to represent the product with a visual fraction model.
  • How Much Sugar? # Students are asked to multiply a fraction by a whole number to solve a word problem and to represent the product with a visual fraction model.
  • Training for a Race # Students are asked to multiply an improper fraction by a whole number to solve a word problem and use a visual model or equation to represent the problem.
Original Student Tutorials Mathematics - Grades K-5
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