Braden Pelly

4th Grade
Multiply Fraction by a Whole Number

Standard 4.NF.4

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

number.

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)​.

Learning Objectives

● Students will be able to multiply a fraction by a whole number.

Materials and Preparation

● Expo Markers
● A class set of Scratch Paper
● A class set of blank sticky notes

Lesson

Introduction (5 minutes)

● Show students an example of a multiplication model with two whole numbers, like 3 x 5.
● Write the problem on the board and draw three circles to represent the three groups. Draw
five dots in each circle.
● Write a repeated addition sentence to go with the picture (i.e. 5 + 5 + 5 = 15).
● Explain, "Three groups of five is 15, so 3 x 5 is 15."
● Tell students that today we’re going to learn how to multiply a fraction by a whole
number by using equal groups.

Explicit Instruction/Teacher Modeling (10 minutes)

● Using fraction bar drawings, show students an example of a multiplication model with a
fraction. Write the problem on the board (i.e. 3 x ⅕).
● Draw one ⅕ bar and explain that 3 x ⅕ is three groups with ⅕ in each group.
 ● Draw three circles and place a ⅕ bar in each. Then write a repeated addition sentence to
go with the drawing (i.e. ⅕ + ⅕ + ⅕).
● Ask, "How many fifths are there altogether?" The answer is three fifths. Take a student
response and then explain that three times ⅕ is ⅗. Write 3 x ⅕ = ⅗ on the board).
● Show another example that does not use unit fractions, like 3 x ⅖. Demonstrate with
fraction bar drawings and write a repeated addition sentence to solve (i.e. ⅖ + ⅖ + ⅖).
● Ask, "How many fifths are there altogether?" The answer is six fifths. Take a student
response and then explain that three times ⅖ is 6/5. Write 3 x 2/5 = 6/5 on the board).

Guided Practice/Independent Working Time (15 minutes)

● Keep the examples from earlier in the lesson posted for student reference.
● Write four problems on the board and have students independently solve each, using the
algorithm (i.e. 5 x 1/4, 4 x ⅔, 3 x 3/12, 6 x 5/8).
● Hand out scratch paper
● Circulate as students work and offer support as needed.
● Go over the problems as a class if time allows.

Extend (For Strugglers and Early Finishers)

Support:
● Provide completed models and have students write a repeated addition sentence to go
with the models.

Enrichment:
● Have students change improper fractions to mixed numbers when applicable.

Assessment (5 minutes)

● Hand out a blank sticky note to each student.

● Write a problem on the board, like 4 x 2/9. Instruct students to solve on their sticky note.

Review and Closing (10 minutes)

● Have students share with the whole group how they worked through equation and came
up with an answer
● “Give me a thumbs up/thumbs down if you agree/disagree with this answer”
● Ask if there are other methods of solving
● Collect sticky note as an exit ticket and check for understanding.