Multiplying whole

numbers and fractions

ADRIANA LOMAS, QUINN DAVIS, JAILAH CALEB
72558
GRADE 3
MCGRAW-HILL’S MATH GRADE 3
California State Standards Grade 3
 3.OA Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division
1. Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. For example, describe a context
in which a total number of objects can be expressed as .
2. Interpret the whole-number quotients of whole numbers, e.g., interpret as the number of objects in each share when 56 objects are partitioned
equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a
context in which a number of shares or a number of groups can be expressed as .
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g.,
by using drawings and equations with a symbol for the unknown number to represent the problem.
 3.NF Numbers and Operations – Fractions
Develop understanding of fractions as numbers.
1. Understand a fraction 1/b as the quantity formed by 1 part when a whole us partitioned into b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.
3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent factions, e.g., ½ = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual
fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Standards of Mathematics Practice
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
Vocabulary
Vocabulary

How many
parts given Numerator

Total parts Denominator

Further Understanding
A Whole number, such as can also be
represented as a fraction:
 Converting a whole number into a fraction
can help multiply, add, subtract and divide
fractions.
Multiplication
Given the problem:
We know that this is asking for 3 groups of 2

1 2 3 4 5 6

Now that we have made 3 separate groups of 2, how many individual

objects do we have?
Fractions
Here we are going to multiply fractions.

Now to multiply fractions; there are 2 simple

steps.
First, we want to multiply the numerators
together.
Next, we need to multiply the
Now what would happen if we
denominators. multiplied whole numbers and
fractions?
Multiplying Whole numbers & Fractions
Given the problem:

We need to convert 2 into a fraction form.

If we remember we can change any whole number with

a denominator of 1.
Can I use this in real life? Sure!
Say you and your friend have just enough money to buy one candy bar to
split. The candy bar has seven pieces.

*This will be the

denominator of
a fraction
How does it work?
3 x
Now given the problem:
7
2
In total, how many pieces of the
1 2 3 4 5 6 candy bar do you and your friend
eat?

6
6 out of the 7 or
7
3 pieces 3 pieces
Now you try problem #1!
How would you solve: 1 7

2 8

3 9
1 3 5

2 6 4 10
4

Here we combined 6
7 9 all of the shaded
1
regions. = 3
3

8 10
You have 3 minutes to finish your
Worksheets!
Answers!

How did you

do?

Here’s a treat for trying!