4th Grade Fraction Multiplication

Joe Giron and Braden Pelly

Part 1: Show Big Picture Learning Trajectory: Coherence Within and Across
Grades

SITUATING MY TOPIC WITHIN THE CURRICULUM

Grade 2 (2.G) → Grade 3 (3.NF) → Grade 4 (4.NF) → Grade 5 (5.NF)

Strand: Strand: Numbers and Strand: Numbers and Strand: Numbers and Operations—
Geometry Operations—Fractions Operations—Fractions Fractions

Standard → Standard 3.NF.1

2.G.3 The Meaning of
Partitioning Fractions as Numbers.
Circles and
Rectangles
into Equal
Parts
↓
Standard 3.NF.2
Understand a Fraction
on a Number Line.
↓
Standard 3.NF.3a, b, c → Standard 4.NF.1
Equivalence of Fractions Extending Understanding
in Special Cases. of Fraction Equivalence.
↓ ↓
Standard 3.NF.3d → Standard 4.NF.2
Compare Fractions by Extend Comparison of
Reasoning about Their Fractions.
Size.
↓
Standard 4.NF.3 Standard 5.NF.1-2
Addition and Subtraction → Use equivalent fractions as a strategy to
of Fractions with Like add and subtract fractions.
Denominators.
↓ ↓
Standard 4.NF.4 Standard 5.NF.3-4
Extend Previous → Apply and extend previous
Understandings of understandings of multiplication and
Multiplication to Multiply division.
a fraction by a whole
number.
↓ ↓
Standard 4.NF.5-7 Standard 5.NF.7
Express a fraction with a Apply and extend previous
denominator 10 as an understandings of division to divide
equivalent fraction with unit fractions by whole numbers and
denominator 100. whole numbers by unit fractions.
↓
Standard 5.NF.6
Solve real-world problems involving
multiplication of fractions and mixed
numbers, e.g., by using visual fraction
models or equations to represent the
problem.
↓
Standard 5.NF.5
 Interpret multiplication as scaling
(resizing).

Identify and Highlight the Selected Grade-Level Fraction Standards

• Identify the piece of the fraction learning path specific to the grade level
standards focused on at your selected grade level for this project.
• Show where the topics grow and connect within the grade level by capturing an
appropriate subset of the table created in Part 1.

Grade 4 (4.NF) →
Strand: Numbers and
Operations—Fractions

Standard 4.NF.1
Extending Understanding
of Fraction Equivalence.
↓
Standard 4.NF.2
Extend Comparison of
Fractions.
↓
Standard 4.NF.3
Addition and Subtraction →
of Fractions with Like
Denominators.
↓
Standard 4.NF.4
Extend Previous →
Understandings of
Multiplication to Multiply
a fraction by a whole
number.
↓
Standard 4.NF.5-7
Express a fraction with a
denominator 10 as an
equivalent fraction with
denominator 100.

Zoom in on the Specific Grade-Level Standards to Identify Your Topic of Study

• Identify the specific standard/topic of study within the grade level you will
focus on for this project.
 • Include the Standard numbers and complete text.

Standard 4.NF.4
Extend Previous →
Understandings of
Multiplication to Multiply
a fraction by a whole
number.

Zoom Out to Show Coherence for Your Specific Grade Level Standard Focus

• Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers (Standards 4.NF.3–4)

• Understand decimal notation to the hundredths and compare decimal fractions with
denominators of 10 and 100 (Standards 4.NF.5– 7)

• Apply and extend previous understandings of multiplication to multiply a fraction by a

whole number. (Standard 4.NF.4)

Standard 4.NF.3-4 Standard 4.NF.4 Standard 5.NF.3-4

Build fractions from unit fractions by Extend Previous Understandings of Apply and extend previous
applying and extending previous Multiplication to Multiply a fraction by a understandings of multiplication and
understandings of operations on whole number. division.
whole numbers

Focus Standards for Mathematical Practice

Identify the math practice standards you anticipate playing a big role in the
development of your specific fraction topic. Sometimes it is easier to revisit this after
you have done more unpacking of the standard. drawing upon for this standard
exploration.

• Make sense of problems and persevere in solving them.

• Use appropriate tools strategically.
• Reason abstractly and quantitatively.
• Model with mathematics
PART 2: IDENTIFY MATHEMATICAL GOALS AND UNPACK THE BIG IDEAS TO
GET AT RIGOR

Big Ideas/Enduring Understandings and Essential Questions:

Standard 4.NF.4
Extend Previous Understandings of Multiplication to Multiply a fraction by a whole
number.

Big Ideas/Enduring Understandings Essential Questions

A. 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 x
(1/4), recording the conclusion by the
equation 5/4 = 5x (1/4).
• How are fractions like whole numbers?
• How is multiplying whole numbers like
multiplying fractions?
• How can multiplication of a whole
number by a fraction be modeled?

B. 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 x (2/5) as 6 x (1/5), recognizing
this product as 6/5. (In general, n x (a/b) =
(n x a)/b).

C. Solve word problems involving

multiplication of a fraction by a whole
number (for example, 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 five people at the party,
how many pounds of roast beef will be
needed? Between what two whole numbers
does your answer lie?
 Learning Goals

Standard 4.NF.4 Extend Previous Understandings of Multiplication to

Multiply a fraction by a whole number.

Conceptual Knowledge/Understanding
• Understand a non-unit fraction (a fraction with a numerator greater than one) as a
multiple of a unit fraction and a whole number
• Understand a multiple of a non-unit fraction is equivalent to a unit fraction times a whole
number (3 x 2/5 as 6 x 1/5 )

Procedural Knowledge
• Represent a non-unit fraction in an expression of a unit fraction multiplied by a whole
number
• Represent a repeated addition expression with unit fractions as a multiplication
expression with a whole number and a unit fraction

Representational/Contextual Knowledge
• Students should understand the relationship between the symbol and the text
representation of fractions.
• Students can use drawings, models, and manipulatives to solve fraction
multiplication concept problems.
• Students will verbalize their understanding of fraction

Critical Vocabulary

Unit Fraction Mixed Number

Multiple Whole Number
Fractional Form (ex: 5/4) Fraction Greater than 1
Factor Product
Expression Equation
Numerator Denominator

Critical Background Knowledge from Previous Grade Levels

 • Understand a unit fraction has a numerator of 1 and a non-zero denominator
(3.NF.1)
• Understand and represent fractions on a number line (3.NF.2)
• Interpret the products of whole numbers as the total number of objects in all
groups (3.OA.1)
• Determine the unknown whole number in a multiplication or division
problem (3.OA.4)

Related Standards: Current Grade Level

• Understand a unit fraction has a numerator of 1 and a non-zero denominator
(3.NF.1)
• Understand and represent fractions on a number line (3.NF.2)
• Interpret the products of whole numbers as the total number of objects in all
groups (3.OA.1)
• Determine the unknown whole number in a multiplication or division
problem (3.OA.4)

Related Standards: Future Grade Levels

• Multiply a fraction by a whole number or fraction (5.NF.4 )
• Solve real-world fraction multiplication problems (5.NF.6 )
• Divide unit fractions by whole numbers and whole numbers by unit fractions
(5.NF.7 )
• Solve real-world and mathematical problems by writing and solving
equations of the form ax=b for cases in which a, b and x are all non-negative
rational numbers (6.EE.7 )
• Compute fluently with multi-digit numbers; find factors and multiples
(6.NS.2–4 )

Anticipated Misconceptions and Difficulties

Typical Misconceptions:
1. Misinterpret multiplication of a fraction by a whole number
2. Not understand that a fraction multiplied by a whole number will be a
number larger than the fraction but smaller than the whole number.
Example:
1. 1/3 x 5 = 1/15
2. 1/3 x 5 = 5/3. 5/3 is a number larger than 1/3 but smaller than 5.
 DESCRIBE A VISUAL DEVELOPMENTAL PROGRESSION

The developmental progression/pathway describes a typical path that children

follow in reaching understanding and skill related to the mathematical goals. Each
step represents a more sophisticated level of thinking, knowing, and doing than the
last. Organize a topical pathway that will take the students from their initial
foundational understanding and lead them towards a more refined understanding of
the concepts, procedures. Essentially, you want to identify the major topical stepping
stones along the path of learning.

Content/Concept Procedural Representational

• Understand a • Represent a non-unit • Students should

multiple of a non- fraction in an expression understand the
unit fraction is of a unit fraction relationship between the
equivalent 0to a unit multiplied by a whole symbol and the text
fraction times a number representation of fractions.
whole number (3 x
2/5 as 6 x 1/5 ) • Represent a repeated • Students can use drawings,
addition expression models, and manipulatives
• Understand a non- with unit fractions as a to solve fraction
unit fraction (a multiplication multiplication concept
fraction with a expression with a whole problems.
numerator greater number and a unit
than one) as a fraction • Students will verbalize
multiple of a unit their understanding of
fraction and a whole fraction
number
 DESIGN ONE LESSON PLAN [Details and Rubric for this are described separately.]

Design a complete written lesson plan that includes a strong conceptual

understanding component. You could design a lesson that focuses on introducing the
concept or you could design a lesson that focuses on building procedural knowledge
out of conceptual understanding. The lesson you design should not focus on only
procedural knowledge. Use the lesson plan template we have developed and used in
this course.

Attached