### Clarifications

*Clarification 1:*Instruction focuses on the connection to decimals, estimation and assessing the reasonableness of an answer.

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**5

**Strand:**Fractions

**Standard:**Perform operations with fractions.

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Problem-Solving Tasks

## MFAS Formative Assessments

Students are given three products, each involving a whole number and a fraction, and are asked to estimate the size of the product and explain their reasoning.

Students are asked to reason about the size of the product of fractions and whole numbers presented in context.

Students are asked to describe the size of a product of a fraction greater than one and a whole number without multiplying.

Students are asked to describe the size of a product of a fraction less than one and a whole number without multiplying.

## Original Student Tutorials Mathematics - Grades K-5

Try to escape from this room using multiplication as scaling in this interactive tutorial.

Note: this tutorial is an introductory lesson on multiplying a given number without calculating before working with fractions.

## Student Resources

## Original Student Tutorial

Try to escape from this room using multiplication as scaling in this interactive tutorial.

Note: this tutorial is an introductory lesson on multiplying a given number without calculating before working with fractions.

Type: Original Student Tutorial

## Problem-Solving Tasks

The solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The students need to explain why that is so.

Type: Problem-Solving Task

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

Type: Problem-Solving Task

The purpose of this task is to gain a better understanding of multiplying with fractions. Students should use the diagram provided to support their findings.

Type: Problem-Solving Task

This problem helps students gain a better understanding of multiplying with fractions.

Type: Problem-Solving Task

The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

Type: Problem-Solving Task

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Tasks

The solution uses the idea that multiplying by a fraction less than 1 results in a smaller value. The students need to explain why that is so.

Type: Problem-Solving Task

This is a good task to work with kids to try to explain their thinking clearly and precisely, although teachers should be willing to work with many different ways of explaining the relationship between the magnitude of the factors and the magnitude of the product.

Type: Problem-Solving Task

The purpose of this task is to gain a better understanding of multiplying with fractions. Students should use the diagram provided to support their findings.

Type: Problem-Solving Task

This problem helps students gain a better understanding of multiplying with fractions.

Type: Problem-Solving Task

The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one. As written, this task could be used in a summative assessment context, but it might be more useful in an instructional setting where students are asked to explain their answers either to a partner or in a whole class discussion.

Type: Problem-Solving Task

This particular problem deals with multiplication. Even though students can solve this problem by multiplying, it is unlikely they will. Here it is much easier to answer the question if you can think of multiplying a number by a factor as scaling the number.

Type: Problem-Solving Task