Lesson 15
Multiply More Fractions
Warmup: Number Talk: Multiply Mixed Numbers (10 minutes)
Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for using the properties of operations when multiplying whole numbers and mixed numbers. These understandings help students develop fluency and will be helpful later in this lesson when students will flexibly multiply.
Launch
 Display one problem.
 “Give me a signal when you have an answer and can explain how you got it.”
 1 minute: quiet think time
Activity
 Record answers and strategy.
 Keep problems and work displayed.
 Repeat with each problem.
Student Facing
Find the value of each expression mentally.
 \(6 \times \frac {3}{8}\)
 \(6 \times 2 \frac {3}{8}\)
 \(7 \times \frac {9}{10}\)
 \(7 \times 3 \frac {9}{10}\)
Student Response
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Activity Synthesis
 Display the last problem.
 “If someone found \(7 \times 4\) first, what might they do next?” (Subtract \(7 \times \frac{1}{10}\) since \(3 \frac{9}{10}\) is \(\frac{1}{10}\) less than 4.)
Activity 1: Multiply Your Way (20 minutes)
Narrative
The purpose of this activity is for students to consider situations and the operations involved in order to select reasonable numbers for each situation. Students are given a set of numbers which must each be used once in the statements. Students may find that their initial thinking does not work with the given constraints and may need to revise their work (MP1). They also need to think carefully about the units involved and consider whether a number is representing a linear unit or a square unit. Students may solve these problems using several different strategies.
Launch
 Groups of 2
Activity
 3–5 minutes: independent work time
 8–10 minutes: partner discussion
 Monitor for students who:
 draw an area diagram.
 write multiplication equations.
 revise their thinking and can explain why their original solution didn’t work, but their revised solution does work.
Student Facing
Write numbers from the list in the blank spaces so the situations make sense. Each number will be used only one time. Be prepared to explain your thinking.
 4
 5
 \(5 \frac {1}{2}\)
 3
 \(5\frac {3}{4}\)
 2

The area of the rug is \(16 \frac {1}{2}\) square feet. The length of the rug is ___________ feet.
The width of the rug is ___________ feet.  The puzzle is \(2 \frac {1}{2}\) feet wide. It is _______ feet long. It has an area of _________ square feet.

The area of the whiteboard is 23 square feet. The length of the whiteboard is
_________ feet. The width of the whiteboard is ________ feet.
Share your solutions with your partner. Explain what choices you made and why.
Student Response
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Advancing Student Thinking
Activity Synthesis
 Ask previously selected students to share their solutions.
 “Which numbers did you think made sense for the length of the rug in feet?” (I thought any of the numbers 5, \(5\frac{1}{2}\), or \(5\frac{3}{4}\) made sense.)
 “How did you decide which number to use for the length of the rug?” (The product had to be \(16\frac{1}{2}\). So I tried a width of 2 feet and that was too small. Then I tried a width of 3 feet and that worked with \(5\frac{1}{2}\) feet for the length.)
Activity 2: Equivalent Expressions (15 minutes)
Narrative
The purpose of this activity is for students to match different diagrams and expressions representing the same product. In the previous several lessons, students have studied different ways to find products of a whole number and a fraction using arithmetic properties such as the distributive property. Earlier in the unit they learned about the connection between fractions and division. They combine these skills as the expressions and diagrams they work with incorporate both the distributive property and the interpretation of a fraction as division (MP7). Students may match diagrams to expressions differently than the ways that are listed in the sample responses. Encourage students to match the expressions and diagrams in a way that makes sense to them, as long as they can accurately explain how the expression is represented in the diagram they chose.
MLR7 Compare and Connect. Invite students to prepare a visual display that shows their thinking about their favorite diagram and expression. Encourage students to include details that will help others understand what they see, such as using different colors, arrows, labels, or notes. If time allows, invite students time to investigate each others’ work.
Advances: Representing
Supports accessibility for: Organization, SocialEmotional Functioning
Launch
 Groups of 2
 “You are going to match expressions and diagrams that show different ways to find the value of the product \(4 \times 5 \frac{2}{3}\).”
Activity
 5–7 minutes: independent work time
 2–3 minutes: partner discussion
Student Facing
Each diagram represents a way to calculate \(4 \times 5 \frac{2}{3}\). Each expression is equivalent to \(4 \times 5 \frac{2}{3}\). Match the diagrams and expressions. Show or explain your reasoning.
1. \((4 \times 5) + \left(4 \times \frac{2}{3}\right)\)
2. \((4 \times 6)  \left(4 \times \frac{1}{3}\right)\)
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\)
3. \(4 \times \frac{17}{3}\)
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm} \\ \hspace{2.5cm}}\)
4. \((4 \times 17) \div 3\)
Student Response
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Activity Synthesis
 Display the diagrams B and D.
 “How are the diagrams the same? How are they different?” (They both have the same shaded area and the same divisions inside. The top one shows the length of the shaded rectangle. The bottom one does not though it has enough information to find the shaded area.)
 Invite students to share their favorite ways to find the product.
Lesson Synthesis
Lesson Synthesis
“Today we used what we have learned to find the value of expressions involving multiplication of whole numbers and fractions greater than 1 written as mixed numbers.”
Display: \(7 \frac {3}{5} \times 6\)
“Tell me everything you know about this expression.” (It is equal to a number between 42 and 48. It is equal to \(\frac {38}{5} \times 6\) and to \(\left(7 + \frac{3}{5}\right) \times 6\). We can draw an area diagram to represent \(7 \frac {3}{5} \times 6\).)
Record student responses for all to see.
If not mentioned by students, record an area diagram and equivalent expressions.
Cooldown: Mixed Number Multiplication (5 minutes)
CoolDown
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