The purpose of this task is to have students add mixed numbers with like denominators. This task illustrates the different kinds of solution approaches students might take to such a task.

In this two-player e-example, students take timed turns racing to the end of each fraction line by moving one or more of their markers to sum to a given fraction value.

I use this activity to reinforce student understanding for predicting products or making sense of their products.Before this activity students should understand multiplication expressions and/or equations.  Students should know that the first factor represents the number of groups, and the second factor represents the size of the group.  For instance, 5 x 3 means five groups of three, or taking 3, five whole times.  So with fractions, 2/5 x 3/4, is the same as 2/5 of 3/4, taking a fraction of a fraction, or a part of a part.Students should use their understanding of expressions and/or equations to help them make predictions about the product.  For instance, if they are taking a part of a part (fraction times a fraction) it makes sense that their product would be less than.  If multiplying by 2/2 or 1, they are taking the whole amount, and only the whole, so their product would be equal to.  Lastly, if they are multiplying by a number greater than a whole or one, then it makes sense that the product will be greater than.  The whole amount and more is being taken, so again a greater product is reasonable.

This interactive Java application helps students understand the partial quotients algorithm of division in the context of dividing food equally. Students select a character and a type of food as well as the quantities of characters (divisor, 1-50) and food (dividend, 1-500) – or have the applet make selections randomly. The applet creates a story problem and leads users through the algorithm one step at a time, using questions related to the meaning of each step, and displays graphics illustrating the steps. Remainders can be expressed as whole numbers or fractions. An online calculator is available to help with calculations.

This task helps students understand that when you multiply by a number you always get a bigger number.

This lesson builds on students' work explaining equivalence of fractions in special cases and comparing fractions by reasoning about their size. The task uses area models to demonstrate the equivalence of fractions. This builds toward future work with understanding addition and subtraction of fractions as joining and separating parts referring to the same whole.

This lesson unit is intended to help teachers assess how well students are able to: translate between decimal and fraction notation, particularly when the decimals are repeating; create and solve simple linear equations to find the fractional equivalent of a repeating decimal; and understand the effect of multiplying a decimal by a power of 10.

The purpose of this task is for students to compare two fractions that arise in a context. Because the fractions are equal, students need to be able to explain how they know that.

This task involves fraction multiplication and can be solved with pictures or number lines.

This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.

The purpose of this task is to have students add fractions with unlike denominators and divide a unit fraction by a whole number.

How many orange wedges are in the bowl? Through the use of photographs and videos, students are challenged to determine exactly how many orange slices are in the bowl.

This task uses language, "half of the stamps," that students in Grade 5 will come to associate with multiplication by the fraction 12. In Grade 3, many students will understand half of 120 to mean the number obtained by dividing 120 by 2. For students who are unfamiliar with this language the task provides a preparation for the later understanding that a fraction of a quantity is that fraction times the quantity.

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.

This series of word problems requires students to determine which problems can be solved by multiplying 1/8_2/5.

Both of the questions in this task are solved by the division problem 12Ö3 but what happens to the ribbon is different in each case.

The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.