Back to Lesson

Teacher Guide: Multiplying Fractions

Learn how to multiply fractions by multiplying numerators and denominators, and understand what it means to take a fraction of a fraction.

Present LessonShare to ClassroomView Student Page

Use this lesson with your class

Free, no student accounts needed.

Share with students

Students open the lesson and practise with instant feedback.

Printable worksheet

All practice problems on paper, with a separate answer key.

Worksheet Answer key

Class quiz

10 questions on Fraction Operations. Students join with a name, you see everyone's score.

For Teachers

Learning Objectives
  • Multiply two fractions by multiplying numerators and denominators
  • Use visual models to understand fraction multiplication as finding a part of a part
  • Apply cross-canceling to simplify calculations
  • Multiply fractions by whole numbers
  • Solve real-world problems involving fraction multiplication
Prerequisites
  • • Understanding of fraction concepts (numerator, denominator)
  • • Ability to simplify fractions
  • • Familiarity with multiplication facts
  • • Understanding of equivalent fractions
Discussion Starters
  • 1. When you multiply 12×12\frac{1}{2} \times \frac{1}{2}, why is the answer smaller than both fractions?
  • 2. A friend says multiplying always makes numbers bigger. How would you respond?
  • 3. Why is multiplying fractions easier than adding them?
  • 4. Can you think of a real-life situation where you'd need to find a fraction of a fraction?
Common Misconceptions

Multiplying fractions should make the answer bigger

Remediation: Use visual models: show that 12\frac{1}{2} of 12\frac{1}{2} is taking half of a half, which gives a smaller piece. Compare to multiplying by whole numbers.

Need common denominators to multiply fractions

Remediation: Contrast with addition explicitly. Show that multiplication works by multiplying across, while addition requires same-sized pieces (common denominators).

Can cross-cancel any numbers in the problem

Remediation: Emphasize: only cancel diagonally (numerator with opposite denominator). Show why horizontal canceling doesn't work mathematically.

Differentiation Ideas

For Struggling Students:

  • • Start with unit fractions only (12×13\frac{1}{2} \times \frac{1}{3})
  • • Use visual fraction models before numerical calculations
  • • Provide multiplication tables for reference
  • • Skip cross-canceling initially; always simplify at the end

For On-Level Students:

  • • Practice both with and without cross-canceling
  • • Include word problems with recipe and area contexts
  • • Work with proper fractions, then introduce improper fractions

For Advanced Students:

  • • Multiply three or more fractions in one problem
  • • Multiply mixed numbers (convert to improper first)
  • • Create their own word problems for classmates
  • • Explore patterns: what happens when you multiply by 11\frac{1}{1}?
Standards Alignment
  • 5.NF.B.4 (CCSS.MATH.CONTENT.5.NF.B.4)

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

  • 5.NF.B.5 (CCSS.MATH.CONTENT.5.NF.B.5)

    Interpret multiplication as scaling (resizing)

  • 5.NF.B.6 (CCSS.MATH.CONTENT.5.NF.B.6)

    Solve real world problems involving multiplication of fractions and mixed numbers

Lesson Resources
  • visualFraction Area Model

    Interactive grid showing fraction multiplication as overlapping regions

  • activityRecipe Scaling Challenge

    Students scale recipes up and down using fraction multiplication

  • worksheetCross-Cancel Practice

    Problems designed to practice simplifying before multiplying

Lesson Content

Everything students see: definition, examples, common mistakes, applications. Tap to open.

Definition

To multiply fractions, multiply the numerators together and multiply the denominators together:
ab×cd=a×cb×d\frac{a}{b} \times \frac{c}{d} = \frac{a \times c}{b \times d}
Example:
23×45=2×43×5=815\frac{2}{3} \times \frac{4}{5} = \frac{2 \times 4}{3 \times 5} = \frac{8}{15}
Multiplying fractions means finding a fraction of a fraction. When you calculate 12×13\frac{1}{2} \times \frac{1}{3}, you're finding half of one-third (or one-third of one-half).

Worked Examples

Calculate 25×34\frac{2}{5} \times \frac{3}{4}
1

Multiply the numerators

2×3=62 \times 3 = 6 → New numerator: 66
2

Multiply the denominators

5×4=205 \times 4 = 20 → New denominator: 2020
3

Write the result

620\frac{6}{20}
4

Simplify by dividing by GCF (2)

6÷220÷2=310\frac{6 \div 2}{20 \div 2} = \frac{3}{10}

Common Mistakes

Adding numerators and denominators instead of multiplying

Why it's wrong: Students confuse fraction multiplication with addition rules. Addition needs common denominators, but multiplication does not.

Correct: Always multiply: numerator times numerator, denominator times denominator. 23×14=212\frac{2}{3} \times \frac{1}{4} = \frac{2}{12}, not 37\frac{3}{7}.

Finding common denominators before multiplying

Why it's wrong: This extra step comes from fraction addition. For multiplication, you don't need common denominators.

Correct: Just multiply straight across! No need to find common denominators when multiplying fractions.

Forgetting to simplify the final answer

Why it's wrong: The product of two fractions often needs to be reduced to lowest terms.

Correct: Always check if your answer can be simplified. Better yet, cross-cancel before multiplying to make the final answer easier.

Cross-canceling incorrectly (canceling horizontally)

Why it's wrong: Cross-canceling only works diagonally between a numerator and the opposite denominator.

Correct: You can only cancel a numerator with the other fraction's denominator, not with its own denominator.

Why It Matters

Fraction multiplication is essential in everyday situations:
  • Cooking: If a recipe calls for 23\frac{2}{3} cup of flour and you want to make half the recipe, you need 12×23=13\frac{1}{2} \times \frac{2}{3} = \frac{1}{3} cup
  • Sales and Discounts: A shirt is 14\frac{1}{4} off, and you have a coupon for 12\frac{1}{2} off the sale price
  • Time: If 34\frac{3}{4} of the class finished a test, and 23\frac{2}{3} of those got an A, what fraction got an A?
  • Area: Finding the area of a rectangle with fractional dimensions
Unlike adding fractions (where you need common denominators), multiplying fractions is actually simpler!

Real World Applications

Cooking and Recipes

When you scale a recipe up or down, you multiply fractions to find the new ingredient amounts.

Example:

If a cookie recipe needs 34\frac{3}{4} cup butter and you make half the batch: 12×34=38\frac{1}{2} \times \frac{3}{4} = \frac{3}{8} cup butter.

1Try It Yourself

A smoothie recipe calls for 23\frac{2}{3} cup of yogurt. You want to make 34\frac{3}{4} of the recipe.

How much yogurt do you need?

Step 1: Write the mathematical expression

Calculate: 34×23\frac{3}{4} \times \frac{2}{3}

Area Calculations

Finding the area of rectangles with fractional dimensions requires multiplying fractions.

Example:

A garden plot is 34\frac{3}{4} meter wide and 25\frac{2}{5} meter long. Area = 34×25=620=310\frac{3}{4} \times \frac{2}{5} = \frac{6}{20} = \frac{3}{10} square meter.

2Try It Yourself

A picture frame is 56\frac{5}{6} foot wide and 45\frac{4}{5} foot tall.

What is the area of the picture frame?

Step 1: Write the mathematical expression

Calculate: 56×45\frac{5}{6} \times \frac{4}{5}

Key Takeaways

  • 1To multiply fractions, multiply numerators together and denominators together: ab×cd=a×cb×d\frac{a}{b} \times \frac{c}{d} = \frac{a \times c}{b \times d}
  • 2The word 'of' in fraction problems usually means multiply
  • 3Cross-canceling (simplifying before multiplying) makes calculations easier
  • 4A whole number can be written as a fraction with denominator 1
  • 5Always simplify your final answer to lowest terms

Frequently Asked Questions

Why don't we need common denominators when multiplying fractions?

Common denominators are only needed for addition and subtraction (to combine like parts). Multiplication is about finding a 'fraction of a fraction,' which works by multiplying the parts directly.

Why does multiplying fractions give a smaller answer?

When you multiply two proper fractions (both less than 1), you're taking a part of a part, which is always smaller. For example, half of half is a quarter.

What is cross-canceling and when should I use it?

Cross-canceling is dividing a numerator and the opposite denominator by a common factor before multiplying. It simplifies the calculation and avoids large numbers. Always optional but recommended!

Glossary

Numerator
The top number of a fraction, showing how many parts you have
Denominator
The bottom number of a fraction, showing how many equal parts the whole is divided into
Cross-cancel
Simplifying before multiplying by dividing a numerator and the opposite denominator by their common factor
Product
The result of multiplying two or more numbers
Simplify
Reduce a fraction to its lowest terms by dividing numerator and denominator by their GCF

More in This Topic

Adding Fractions with the Same Denominator

Elementary15 min

Adding Fractions with Different Denominators

Elementary25 min

Subtracting Fractions

Elementary25 min

Dividing Fractions

Intermediate25 min