Multiplicar fracciones
5th Grade


Alabama Course of Study Standards:
12.a, 12.b

Use a visual fraction model (area model, set model, or linear model) to show (a/b) × q and create a story context for this equation to interpret the product as a parts of a partition of q into b equal parts.
Use a visual fraction model (area model, set model, or linear model) to show (a/b) × (c/d) and create a
story context for this equation to interpret the product. 
Arkansas Academic Standards:
5.NF.B.4.A

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b
For example: Use a visual fraction model to show (2/3) × 12 means to take 12 and divide it into thirds (1/3 of 12 is 4) and take two of the parts (2 × 4 is 8), so (2/3) × 12 = 8, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.). 
Arizona  K12 Academic Standards:
5.NF.B.4a

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. 
Common Core State Standards:
Math.5.NF.4a or 5.NF.B.4.A
Kentucky Academic Standards (KAS):
5.NF.4.a
Mississippi College and CareerReadiness Standards:
5.NF.4a

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) 
Georgia Standards of Excellence (GSE):
5.NR.3.4

Model and solve problems involving multiplication of a fraction and a whole number. 
Louisiana Academic Standards:
5.NF.B.4.a

Interpret the product (m/n) × q as m parts of a partition of q into n equal parts; equivalently, as the result of
a sequence of operations, m × q ÷ n. For example, use a visual fraction model to show understanding, and create a story context for (m/n) × q. 
Massachusetts Curriculum Frameworks:
5.NF.B.4.a

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model and/or area model to show (2/3) × 4 =
8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) 
North Carolina  Standard Course of Study:
5.NF.4.a

Use area and length models to multiply two fractions, with the denominators 2, 3, 4. 
New York State Next Generation Learning Standards:
5.NF.4.a

Interpret the product a/b × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. 
Ohio's Learning Standards:
5.NF.4.a

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts, equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) 
Tennessee Academic Standards:
5.NF.B.4.a

Interpret the product a/b × q as a × (q ÷ b) (partition the quantity q into b equal parts and then multiply by a). Interpret the product a/b × q as (a × q) ÷ b (multiply a times the quantity q and then partition the product into b equal
parts). For example, use a visual fraction model or write a story context to show that 2/3 × 6 can be interpreted as 2 × (6 ÷ 3) or (2 × 6) ÷ 3. Do the same with 2/3 × 4/5 = 8/15. (In general, a/b × c/d = ac/bd.) 
Wisconsin Academic Standards:
5.NF.B.4.a

Represent word problems involving multiplication of fractions using visual models to develop flexible and efficient strategies. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for
this equation. Do the same with (2/3) × (4/5) = 8/15. 
Alabama Course of Study Standards:
12.c, 12.d

Multiply fractional side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate
unit fraction side lengths to show that the area is the same as would be found by multiplying the side
lengths. 
Arkansas Academic Standards:
5.NF.B.4.B

Find the area of a rectangle with fractional (less than and/or greater than 1) side lengths, by tiling it with unit squares of the appropriate unit fraction side lengths, by multiplying the fractional side lengths, and then show that both procedures yield the same area 
Arizona  K12 Academic Standards:
5.NF.B.4c
Common Core State Standards:
Math.4.NF.4b or 5.NF.B.4.B
Kentucky Academic Standards (KAS):
5.NF.4.b
Mississippi College and CareerReadiness Standards:
5.NF.4b

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 
Louisiana Academic Standards:
5.NF.B.4.c

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. 
North Carolina  Standard Course of Study:
5.NF.4.b

Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and when multiplying a given number by a fraction less than 1 results in a product smaller than the given number. 
New York State Next Generation Learning Standards:
5.NF.4.b

Find the area of a rectangle with fractional side lengths by tiling it with rectangles of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 
Tennessee Academic Standards:
5.NF.B.4.b

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles and represent fraction products as rectangular areas. 
Alabama Course of Study Standards:
14

Model and solve realworld problems involving multiplication of fractions and mixed numbers using
visual fraction models, drawings, or equations to represent the problem. 
Arkansas Academic Standards:
5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers
For example: Use visual fraction models or equations to represent the problem. 
Arizona  K12 Academic Standards:
5.NF.B.6

Solve problems in realworld contexts involving multiplication of fractions, including mixed numbers, by using a variety of representations including equations and models. 
Common Core State Standards:
Math.5.NF.6 or 5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 
New York State Next Generation Learning Standards:
5.NF.6

Solve real world problems involving multiplication of fractions and mixed numbers. e.g., using visual fraction models or equations to represent the problem 
Tennessee Academic Standards:
5.NF.B.6

Solve realworld problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. 
Wisconsin Academic Standards:
5.NF.B.6

Solve realworld problems involving multiplication of fractions and mixed numbers by using visual fraction models (e.g., tape diagrams, area models, or number lines) and equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. 
