Students already know a standard algorithm for multiplying two fractions and have experience using area models for fraction multiplication as well They know how to rewrite a fraction as a unit fraction times an integer and understand what that means That is, they easily interpret a fraction like 3 5
by fractions, e g , by using visual fraction models and equations to represent the problem For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3
Multiplying and Dividing Fractions: 1 Common denominators are NOT needed 2 Always change mixed numbers to improper fractions 3 CANCEL (reduce) between any numerator and any denominator if you can, but cancel only when a multiplication sign is present: Never cancel when you have a division sign 4
To make your multiplication and reducing easier, you can reduce or simplify BEFORE YOU MULTIPLY To do this, you must find a common factor between one of your numerators and one of your denominators You then divide them each by the same number You can do this as many times as needed *This helps having to simplify in the end
Question 1: Work out each of the following multiplications Give each answer in its simplest form (a) (b)
Steps for multiplying mixed numbers: 1 Rewrite the mixed number as an improper fraction 2 Multiply the numerators to produce the new numerator 3
Fractions (Multiplying) - Websites Snow Sprint (Snowmobiles) Multiplying Fractions TIMED http://www arcademics com/games/snow-sprint/snow-sprint html