Maryland Math 4.NOS.E.13.d
The Standard
- 4.NOS.E.13
- Apply and extend previous understandings of multiplication to multiply a fraction by a whole number (b × c/d).
Solve problems in context involving multiplication of a fraction by a whole number, using visual fraction models and equations to represent the problem.
Maryland College and Career Ready Standards for Mathematics (2025) · BUILD FRACTIONS FROM UNIT FRACTIONS BY APPLYING AND EXTENDING PREVIOUS UNDERSTANDINGS OF OPERATIONS ON WHOLE NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find the total when several equal groups each contain a fraction. They draw fraction bars or number lines and write multiplication equations to show their work.
What Mastery Looks Like
- For four bags with 2/3 cup of rice each, a student draws four groups of 2/3 and writes 4 × 2/3 = 8/3. They give the total as 2 2/3 cups and explain why the pieces are still thirds.
Common Misconceptions
- Some students multiply the denominator too and get 8/12 for 4 × 2/3. Others think the answer cannot be greater than 1 or draw pieces that are not equal.
How to Assess It
- Exit ticket: Three gift bags each need 2/3 yard of ribbon. Draw a fraction model, write a multiplication equation, and find the total yards.
Lesson moves
Ways to Teach It
Give pairs fraction strips to build three 3/4-yard ribbons, line them up, and record the total with 3 × 3/4.
Ask, 'Four campers each drink 2/3 liter. Why is the total more than 2 liters?' Have students sketch and explain.
Partners draw a fraction card and a whole-number card, then write a matching snack story, model it, and solve it.
Use a recipe calling for 3/4 cup of oats per batch; ask students to draw and calculate the oats for four batches.
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Printable 4.NOS.E.13.d Worksheet
A ready-to-print activity worksheet aligned to 4.NOS.E.13.d, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 4.NOS.E.12.d
Solve problems in context involving addition and subtraction of fractions using visual fraction models and equations to represent the problem.
- 5.NOS.D.16.c
Use visual fraction models and equations to interpret division of a whole number by a unit fraction and compute quotients.
- 5.NOS.C.9
Solve problems in context involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators using visual fract...
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