# Lesson 7

Dividamos para multiplicar fracciones unitarias

### Lesson Purpose

### Lesson Narrative

In this lesson students interpret situations and solve problems that involve products of a whole number and a fraction. Students solve story problems in a way that makes sense to them and match stories with diagrams and expressions. They work with expressions and flexibly interpret a diagram to extend their understanding of the relationship between fractions and multiplication and division. For example, consider this image:

It shows \(4 \div 3\) because there are 4 whole squares divided into 3 equal parts with 1 of those parts shaded. It also shows \(\frac{4}{3}\) as there are 4 pieces shaded and each is \(\frac{1}{3}\) of a unit rectangle. It shows the multiplication expression \(4 \times \frac{1}{3}\) because there are 4 groups of \(\frac{1}{3}\) shaded. It shows the multiplication expression \(\frac{1}{3} \times 4\) since there is a total of 4, and \(\frac{1}{3}\) of that is shaded.

- Engagement

- MLR8

Activity 1: ¿Qué distancia corrieron?

### Learning Goals

Teacher Facing

- Connect division to multiplication of a whole number by a unit fraction.

### Student Facing

- Resolvamos problemas sobre multiplicación de números enteros por fracciones unitarias.

### Required Materials

Materials to Copy

- Match the Situation

### Required Preparation

Activity 2:

- Create a set of cards from the blackline master for each group of 2.

### CCSS Standards

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 20 min |

Activity 2 | 15 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

### Suggested Centers

- Target Measurements (2–5), Stage 5: Fractions of Angles (Addressing)
- Compare (1–5), Stage 5: Fractions (Supporting)

### Print Formatted Materials

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Student Task Statements | docx | |

Lesson Cover Page | docx | |

Cool Down | Log In | |

Teacher Guide | Log In | |

Teacher Presentation Materials | docx | |

Blackline Masters | zip |