Explain how to multiply two non-unit fractions | Maths

Starter quiz

Select the correct symbol which would make this equation correct.
- >
- <
- = ✓
Tick the product of: ${1} \over {4}$ × ${1} \over {6}$
- ${1} \over {10}$
- ${1} \over {2}$
- ${1} \over {24}$ ✓
- ${1} \over {3}$
Tick the product of: ${1} \over {5}$ × ${1} \over {6}$
- ${1} \over {11}$
- ${1} \over {30}$ ✓
- ${2} \over {11}$
- ${2} \over {30}$
Tick the missing digit for the denominator.
- 3
- 4 ✓
- 5
- 6
- 7
What is the value of the missing denominator?
- '3' ✓
Tick the possible digit pairs that would satisfy this equation.
- 1 and 10
- 2 and 20
- 2 and 10 ✓
- 4 and 5 ✓
- 3 and 9

Exit quiz

Tick the equation that matches this image.
- ${2} \over {5}$ × ${1} \over {4}$ = ${2} \over {20}$ ✓
- ${2} \over {5}$ × ${1} \over {3}$ = ${2} \over {15}$
- ${2} \over {3}$ × ${1} \over {4}$ = ${2} \over {12}$
- ${2} \over {5}$ + ${1} \over {4}$ = ${3} \over {9}$
Tick the equation that matches this image.
- ${3} \over {4}$ × ${1} \over {4}$ = ${3} \over {16}$
- ${3} \over {4}$ × ${1} \over {5}$ = ${3} \over {20}$ ✓
- ${3} \over {4}$ × ${1} \over {5}$ = ${3} \over {9}$
- ${3} \over {4}$ + ${1} \over {5}$ = ${3} \over {9}$
Tick the product of: ${3} \over {5}$ × ${1} \over {6}$
- ${3} \over {11}$
- ${3} \over {30}$ ✓
- ${4} \over {11}$
- ${4} \over {30}$
Tick the product of: ${4} \over {6}$ × ${2} \over {3}$
- ${6} \over {9}$
- ${10} \over {18}$
- ${8} \over {18}$ ✓
- ${10} \over {9}$
What is the missing denominator which would make this equation correct?
- '12' ✓
$What could the missing fraction be?$

What could the missing fraction be?
- ${1} \over {3}$
- ${2} \over {6}$
- ${2} \over {3}$ ✓
- ${1} \over {4}$
- ${1} \over {6}$

Worksheet

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Presentation

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Lesson Details

Key learning points

An area model can represent multiplication of two non-unit fractions.
When you multiply two fractions you can multiply the numerators and multiply the denominators.
A fraction is in its simplest form when there is no common factor of the numerator and the denominator.

Common misconception

Pupils procedurally multliply the denominators and add the numerators, or vice versa. Pupils may also only mutliply the denominators and not the numerators or again vice versa.

Ensure pupils connect the area model to the equations and continue to visualise the magnitude of each fraction. Often mistakes are made when pupils follow a procedure with little awareness for whether their answer makes sense mathematically.

Keywords

Represent - To represent something means to show something in a different way.