This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

I used this assessment as formative tasks in my seventh grade math intervention. Students worked in small groups, then pairs, then alone to complete the tasks. This gave me a clear indication of their understanding of the standard. Students used a variety of ways to solve the problems. Some used calculations, others used pictorial representations.

This is a modification taken from the Howard County Website. https://hcpss.instructure.com/courses/108/pages/5-dot-nf-dot-4-assessment-tasks

The purpose of this task is for students to find the answer to a question in context that can be represented by fraction multiplication. This task is appropriate for either instruction or assessment depending on how it is used and where students are in their understanding of fraction multiplication.

This lesson involves students in solving a riddle related to multiplying fractions by fractions. Students are presented a riddle and are given think time by themselves to analyze models and try to solve the problem. After some individual think time, students interact with each other to explain their ideas and critique the ideas of others.

The resource involves a video of the lesson in action, a fully written lesson plan, and a handout for students to use to view the models and explain their reasoning.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.