problem solving in multiplying fractions

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Multiplying fractions word problems

Including estimating.

These grade 5 word problems involve the multiplication of common fractions by other fractions or whole numbers. Some problems ask students between what numbers does the answer lie? Answers are simplified where possible.

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Trending Post : Teaching Fractions with Food

Multiplying Fractions Word Problems | 10 Real Life Examples | PDF

Multiplying fractions word problems.

I guess maybe some students get it from their parents. After all, I know that I have been known to grumble about things I learned in school, but never used in real life. I’m sure when it comes to word problems for multiplying fractions, that phrase may have passed your lips too.

But, we do multiply fractions in real life and the real world sometimes. For example, recipes! Recipes and adjusting, maybe cutting a recipe in half or doubling it, those are real world examples of multiplying fractions.

Most schools begin introducing fractions around 3rd grade, with multiplying fractions word problems beginning in 6th grade.

Here are 10 multiplying fractions word problems to work on multiplying fractions using real-life examples.

Have you ever heard, “I will never use this”?

It is important for children to see how math is used in everyday life. And word problems are one way to do this.

Multiplying Fractions

Multiplying Fractions seems like a foreign concept to many students, but it is a concept we use.

Have you ever wanted to only make 1/2 of a recipe? If so, you have probably multiplying fractions…..especially if the recipe called for 3/4 a cup of flour.

So today, we are going to finish up our multiplying fraction unit with some word problems. I am doing the activity in the post as well as some of the fraction games and activities below.

Grab my other free multiplying fractions by fractions activities.

• How to Multiply Fractions by Fractions – Step by Step Instructions with Free Printable
• Here is a Multiplying Fractions BINGO Game That’s Perfect for Extra Practice
• 3 Cut and Paste Worksheets For Multiplying Fractions Practice
• Free Printable Fraction Game For Multiplying Fractions
• Many More on my TeachersPayTeachers page for Multiplying Fractions

Preparing the Fractions Real World Problems

These task cards are easy to prepare.

• Print off on copy paper.
• Have children cut them out and glue them in their math journal.
• Finally, provide them pencils, glue, and colored pencils. and you are ready to go.

Multiplying Fractions Word Problems Example

Rachel’s  Famous  Cookies sold  2/3 as many sugar cookies as peanut butter cookies. If they sold 1/4  of a box of peanut butter cookies, how many boxes of sugar cookies did they sell?

The first step is to look at we know. We know that they sold 1/4 a box of peanut butter cookies. But they only sold 2/3 of the 1/4 when it came to the sugar cookies.

So if we want to start with a diagram, we can begin by drawing a box of cookies and coloring in 1/4.

Many students require a multisensory approach to learning. It’s not just enough to talk about something and hear it. They have to see it. This activity works as a visual graphic organizer of sorts, so that the student can visualize what is going on.

Next, we can color in 2/3.

Finally, we look and see what part overlaps, and this is the answer! Two out of the 12 squares overlap, so our answer is 2/12 or 1/6 when the fraction is simplified . But using the squares on the paper and coloring with overlap, we have completed our first multiplying fractions word problem.

Using Fractions in Real Life

I’m a firm believer that children should not be given multiplying fractions word problems that require the same operation each time.

That is not real life, and that does teach them to learn what needs to be done to solve the problem. We need to give them the confidence that they can apply this knowledge to different situations and word problems.

That’s why I am including more than that in the multiplying fractions word problems worksheets.

So even though this printable is for practicing multiplying fractions with word problems there are a few word problems where multiplication is not used. Here is one example.

Luciana gave 1/4 of the cake to one friend, and 1/3 another friend. How much of the cake is left if she started with a whole cake?

This word problem has the children subtracting to figure out the answer.

• We know that Luciana started with a whole cake, which equals one. So we want to begin by drawing a square.
• The next thing we have to figure out is how many parts we need to divide it up into. Since we now we will be subtracting 1/4 and 1/3 we will need to get the Least Common Multiple. The multiples of three and four are…..

4: 4, 8, 12

3: 3, 6, 9, 12

As you can see 12 is the least common multiple. So our square needs to have 12 equal parts.

3. Next, we will need to find equivalent fractions for both of our fractions.

1/4 x 3/3 = 3/12 and 1/3 x 4/4 = 4/12.

4. Now all that is left is to subtract 3 part and then 4 parts.

5. Finally, we can see that there 5/12 of the cake left.

Word Problems are an important part of math instruction, and how we do math in everyday life. Enjoy working through these real life problems with your children.

The printable that accompanies this activity is below. Here you go, your free multiplying fractions word problems PDF. This free printable includes multiplying fractions word problems with answers.

You’ve Got This!

Get more fractions activities by ordering a workbook (but hey, nothing beats a free printable!)

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Fractions: Where It All Goes Wrong

Why do Americans have such trouble with fractions—and what can be done?

• By Robert S. Siegler  on  November 28, 2017

Many children never master fractions. When asked whether 12/13 + 7/8 was closest to 1, 2, 19, or 21, only 24% of a nationally representative sample of more than 20,000 US 8th graders answered correctly. This test was given almost 40 years ago, which gave Hugo Lortie-Forgues and me hope that the work of innumerable teachers, mathematics coaches, researchers, and government commissions had made a positive difference. Our hopes were dashed by the data , though; we found that in all of those years, accuracy on the same problem improved only from 24% to 27% correct.

Such difficulties are not limited to fraction estimation problems nor do they end in 8th grade. On standard fraction addition, subtraction, multiplication, and division problems with equal denominators (e.g., 3/5+4/5) and unequal denominators (e.g., 3/5+2/3), 6th and 8th graders tend to answer correctly only about 50% of items. Studies of community college students have revealed similarly poor fraction arithmetic performance. Children in the US do much worse on such problems than their peers in European countries, such as Belgium and Germany, and in Asian countries such as China and Korea.

This weak knowledge is especially unfortunate because fractions are foundational to many more advanced areas of mathematics and science. Fifth graders’ fraction knowledge predicts high school students’ algebra learning and overall math achievement, even after controlling for whole number knowledge, the students’ IQ, and their families’ education and income. On the reference sheets for recent high school AP tests in chemistry and physics, fractions were part of more than half of the formulas. In a recent survey of 2300 white collar, blue collar, and service workers, more than two-thirds indicated that they used fractions in their work. Moreover, in a nationally representative sample of 1,000 Algebra 1 teachers in the US, most rated as “poor” their students’ knowledge of fractions and rated fractions as the second greatest impediment to their students mastering algebra (second only to “word problems”).

Why are fractions so difficult to understand? A major reason is that learning fractions requires overcoming two types of difficulty: inherent and culturally contingent. Inherent sources of difficulty are those that derive from the nature of fractions, ones that confront all learners in all places. One inherent difficulty is the notation used to express fractions. Understanding the relation a/b is more difficult than understanding the simple quantity a , regardless of the culture or time period in which a child lives. Another inherent difficulty involves the complex relations between fraction arithmetic and whole number arithmetic. For example, multiplying fractions involves applying the whole number operation independently to the numerator and the denominator (e.g., 3/7 * 2/7 = (3*2)/(7*7) = 6/49), but doing the same leads to wrong answers on fraction addition (e.g., 3/7 + 2/7 ≠ 5/14). A third inherent source of difficulty is complex conceptual relations among different fraction arithmetic operations, at least using standard algorithms. Why do we need equal denominators to add and subtract fractions but not to multiply and divide them? Why do we invert and multiply to solve fraction division problems, and why do we invert the fraction in the denominator rather than the one in the numerator? These inherent sources of difficulty make understanding fraction arithmetic challenging for all students.

Culturally contingent sources of difficulty, in contrast, can mitigate or exacerbate the inherent challenges of learning fractions. Teacher understanding is one culturally-contingent variable: When asked to explain the meaning of fraction division problems, few US teachers can provide any explanation, whereas the large majority of Chinese teachers provide at least one good explanation. Language is another culturally-contingent factor; East Asian languages express fractions such as 3/4 as “out of four, three,” which makes it easier to understand their meaning than relatively opaque terms such as “three fourth.” A third such variable is textbooks. Despite division being the most difficult operation to understand, US textbooks present far fewer problems with fraction division than fraction multiplication; the opposite is true in Chinese and Korean textbooks. Probably most fundamental are cultural attitudes: Math learning is viewed as crucial throughout East Asia, but US attitudes about its importance are far more variable.

Given the importance of fractions in and out of school, the extensive evidence that many children and adults do not understand them, and the inherent difficulty of the topic, what is to be done? Considering culturally contingent factors points to several potentially useful steps. Inculcating a deeper understanding of fractions among teachers will likely help them to teach more effectively. Explaining the meaning of fractions to students using clear language (for example, explaining that 3/4 means 3 of the 1/4 units), and requesting textbook writers to include more challenging problems are other promising strategies. Addressing inherent sources of difficulty in fraction arithmetic, in particular understanding of fraction magnitudes, can also make a large difference.

Fraction Face-off!, a 12-week program designed by Lynn Fuchs to help children from low-income backgrounds improve their fraction knowledge, seems especially promising. The program teaches children about fraction magnitudes through tasks such as comparing and ordering fraction magnitudes and locating fractions on number lines. After participating in Fraction Face-off!, fourth graders’ fraction addition and subtraction accuracy consistently exceeds of children receiving the standard classroom curriculum. This finding was especially striking because Fraction Face-off! devoted less time to explicit instruction in fraction arithmetic procedures than did the standard curriculum. Similarly encouraging findings have been found for other interventions that emphasize the importance of fraction magnitudes. Such programs may help children learn fraction arithmetic by encouraging them to note that answers such as 1/3+1/2 = 2/5 cannot be right, because the sum is less than one of the numbers being added, and therefore to try procedures that generate more plausible answers. These innovative curricula seem well worth testing on a wider basis.

Are you a scientist who specializes in neuroscience, cognitive science, or psychology? And have you read a recent peer-reviewed paper that you would like to write about? Please send suggestions to Mind Matters editor Gareth Cook . Gareth, a Pulitzer prize-winning journalist, is the series editor of Best American Infographics and can be reached at garethideas AT gmail.com or Twitter  @garethideas .

ABOUT THE AUTHOR(S)

Robert S. Siegler is Teresa Heinz Professor of Cognitive Psychology at Carnegie Mellon University. As of September, 2018, he will be Schiff Foundations Professor of Psychology at Columbia University, Teachers College.

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Multiplying Fractions

Multiply the tops, multiply the bottoms.

There are 3 simple steps to multiply fractions

1. Multiply the top numbers (the numerators ).

2. Multiply the bottom numbers (the denominators ).

3. Simplify the fraction if needed.

Example: 1 2 × 2 5

Step 1 . Multiply the top numbers:

1 2  ×  2 5   =   1 × 2     =   2  

Step 2 . Multiply the bottom numbers:

1 2  ×  2 5   =   1 × 2 2 × 5   =   2 10

Step 3 . Simplify the fraction :

Here you can see it with pizza ...

Do you see that half of two-fifths is two-tenths? Do you also see that two-tenths is simpler as one-fifth?

With Pen and Paper

And here is how to do it with a pen and paper (press the play button):

Another Example: 1 3 × 9 16

1 3  ×  9 16   =   1 × 9     =   9  

1 3  ×  9 16   =   1 × 9 3 × 16   =   9 48

Step 3 . Simplify the fraction:

9 48 = 3 16

(This time we simplified by dividing both top and bottom by 3)

♫ "Multiplying fractions: no big problem, Top times top over bottom times bottom. "And don't forget to simplify, Before it's time to say goodbye" ♫

Fractions and Whole Numbers

What about multiplying fractions and whole numbers?

Make the whole number a fraction, by putting it over 1.

Example: 5 is also 5 1

Then continue as before.

Example: 2 3  ×  5

Make 5 into 5 1 :

2 3  ×  5 1

Now just go ahead as normal.

Multiply tops and bottoms:

2 3  ×  5 1   =   2 × 5 3 × 1   =   10 3

The fraction is already as simple as it can be.

Answer = 10 3

Or you can just think of the whole number as being a "top" number:

Example: 3 ×  2 9

3    ×  2 9   =   3 × 2 9   =   6 9

Mixed Fractions

You can also read how to multiply mixed fractions

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Word Problem Involving Fractions and Multiplication: Worksheets

Welcome to the Multiply and Divide Fractions section at Tutorialspoint.com . On this page, you will find worksheets on multiplying and dividing of fractions, product of a unit fraction with a whole number, product of fractions and whole numbers, fraction multiplication, reciprocals of numbers and fractions, modeling of multiplication and division of fractions, words problems, fact families for multiplication and division of fractions, product of three fractions and so on.

To practice Math skills, there is nothing more effective than solving worksheets. Our free to download, printable worksheets help you practice Math concepts, and improve your analytical and problem-solving skills. We have 3 worksheets for each topic in the tutorial.

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Multiplying Fractions in Context - Worded Problems

Subject: Mathematics

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

18 November 2022

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Multiply Whole Numbers & Fractions

In this engaging math lesson, students will learn how to multiply a whole number by a fraction. they will explore various strategies, such as using models and making connections with repeated addition. by the end of the lesson, students will be able to confidently apply their knowledge to solve real-world problems involving multiplication of whole numbers and fractions..

Know more about Multiply Whole Numbers & Fractions

The purpose of this lesson is to teach students how to multiply a whole number by a fraction using different strategies and models.

This lesson helps students understand multiplication by emphasizing the relationship between repeated addition and multiplication when multiplying a whole number by a fraction.

Some key concepts covered in this lesson include understanding the numerator, denominator, whole numbers, sets, tape diagrams, equal groups, and making connections between fractions and wholes.

Your one stop solution for all grade learning needs.

Mathematics 6 Quarter 1 – Module 3: Multiplying Simple Fractions and Mixed Fractions

This module was designed and written with you in mind. It is here to help you master to multiply simple fractions and mixed fractions. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – Multiplying Simple Fractions
• Lesson 2 – Multiplying Mixed Fractions
• Lesson 3 – Multiplying Simple Fractions and Mixed Fractions

After going through this module, you are expected to:

1. multiply simple fractions; (M6NS-Ib-90.2)

2. multiply mixed fractions; (M6NS-Ib-90.2)

3. multiple simple fractions and mixed fractions; (M6NS-Ib-90.2) and

4. solve routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and mixed fractions using appropriate problem-solving strategies and tools. (M6NS-Ib-92.2)

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Describe a real world situation that is modeled by multiplying two fractions or mixed numbers.

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Answer: [tex]1\dfrac{1}{6}[/tex]

• Dividing a fraction number by another fraction number is exactly same as to find the product of the first fraction and the reciprocal of the second fraction.

Therefore , if we divide [tex]\dfrac{3}{18}[/tex] by [tex]\dfrac{7}{21}[/tex], then it is actually equals to the product of  [tex]\dfrac{3}{18}[/tex]  and reciprocal of [tex]\dfrac{7}{21}[/tex].

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Common Core: 5th Grade Math : Solve Real World Problems Involving Multiplication of Fractions and Mixed Numbers: CCSS.Math.Content.5.NF.B.6

Study concepts, example questions & explanations for common core: 5th grade math, all common core: 5th grade math resources, example questions, example question #1 : solve real world problems involving multiplication of fractions and mixed numbers: ccss.math.content.5.nf.b.6.

Example Question #2 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #3 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #5 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #6 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #7 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #9 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

Example Question #10 : Solve Real World Problems Involving Multiplication Of Fractions And Mixed Numbers: Ccss.Math.Content.5.Nf.B.6

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Multiplying Fractions Questions

Practising multiplying fractions questions with solutions is essential to improve children’s skills in fractions. Multiplication of fractions is quite simple; to multiply two fractions, we just have to multiply numerator to numerator and denominator to the denominator. Unlike addition and subtraction of fractions, while multiplying fractions, we do not have to make the denominator the same.

Learn more about fractions .

Video Lesson on Like and Unlike Fractions

Multiplying Fractions Questions with Solutions

Now let us solve questions on the multiplication of fractions.

Question 1:

Solve the following:

(ii) 9/7 × ⅜

(iii) ⅘ × ⅚

= (2 × 3)/(3 × 5)

= 6/15 reducing the fraction to the lowest form

= (9 × 3)/(7 × 8)

\(\begin{array}{l}=\frac{4}{\not{5}}\times \frac{\not{{5}}}{6}\end{array} \)

= 4/6 reducing the fraction to the lowest form

Question 2:

Simplify the following:

(i) 2½ × 3⅓

(ii) 3¼ × 5 2 / 9

(iii) 4 1 / 7 × 3 1 / 8

Converting the mixed fraction into the improper fraction

= 5/2 × 10/3

= 25/3 = 8⅓.

(ii) 3 1 / 4 × 5 2 / 9

= 13/4 × 47/9

= (13 × 47)/(4 × 9)

\(\begin{array}{l}=16\frac{35}{36}\end{array} \)

= 29/7 × 25/8

= (29 × 25)/(7 × 8)

\(\begin{array}{l}=12\frac{53}{56}\end{array} \)

Also, Refer:

• Mixed to Improper Fractions
• Mixed to Improper Fraction Calculator
• Improper to Mixed Fraction Calculator

Question 3:

Work out the following and express them in the simplest form:

(i) 22/3 ÷ 11/5

(ii) 34/35 ÷ 6/7

(iii) 56/3 ÷ 9/17

Convert the division into multiplication by taking the reciprocal of the divisor fraction

= 22/3 × 5/11

= 34/35 × 7/6

\(\begin{array}{l}=1\frac{2}{15}\end{array} \)

= 56/3 × 17/9

\(\begin{array}{l}=35\frac{7}{27}\end{array} \)

Question 4:

(i) 26 × 1/13 ÷ 5/169

(ii) 6.4 × ⅘ ÷ ⅔

(iii) 2.98 ÷ ¾ × ⅖

According to the BODMAS rule, we first perform division followed by multiplication.

= 26 × (1/13 ÷ 5/169)

= 26 × (1/13 × 169/5)

= 26 × 13/5

\(\begin{array}{l}=67\frac{3}{5}\end{array} \)

= 64/10 × (⅘ ÷ ⅔)

= 64/10 × (⅘ × 3/2)

= 64/10 × 6/5

\(\begin{array}{l}=7\frac{17}{25}\end{array} \)

= (298/100 ÷ 3/4) × ⅖

= (298/100 × 4/3) × ⅖

= 298/(25 × 3) × ⅖

= 298/75 × ⅖

Question 5:

The length and the width of a rectangular park are 39/4 m and 25/3 m, respectively. Find the area of the park.

Length of the park = 39/4

Width of the park = 25/3

Area of the rectangular park = 39/4 × 25/3

= (13 × 25)/4 = 325/4 = 81.25 m 2 .

Question 6:

A household has an overhead water tank of 1000 litres. Every day 4/5th of the tank is used for household purposes. Find the amount of water needed for a week.

The capacity of the tank = 1000 litres

Amount of water used everyday = 4/5th of 1000 litres

= ⅘ × 1000 = 4 × 200 = 800 litres

Amount of water required for a week = 7 × 800 = 5600 litres.

Question 7:

A farmer plants the sapling of a plant at a uniform distance of 5/3 cm. If he plants 27 such saplings in a row, find the total distance between the first and the last sapling.

Distance between each sapling = 5/3 cm

Number of saplings in a row = 27

Distance between first and the last sapling = 5/3 × 27 = 5 × 9 = 45 cm.

Question 8:

The area of the triangle is 145/3 cm 2 . If the base length of the triangle is ⅔ cm, find the height of the triangle.

The base of the triangle = ⅔ cm

Area of the triangle = ½ × base × height = 145/3 cm 2

⇒ ½ × ⅔ × height = 145/3

⇒ height = 145/3 ÷ ⅓

⇒ height = 145/3 × 3 = 145 cm

Question 9:

Find the following:

(i) 2/5th of a day.

(ii) ¼th of a kilometre.

(iii) 3/4th of a year.

(i) 2/5th of a day

Now, 1 day = 24 hours

⅖ × 24 hours = 48/5

= 9.6 hours

= 9 hours 36 minutes.

(ii) ¼th of a kilometre

1 km = 1000 m

1 year = 12 months

3/4 × 12 = 9 months.

Question 10:

In a class of 60 students, two-thirds are boys. How many girls are there in the class?

Number of students = 60

Number of boys = 60 × ⅔ = 40

Number of girls = 60 – 40 = 20.

Practice Questions on Multiplying Fractions

1. Evaluate the following:

(ii) 4/7 × 9/21

(iii) 45/7 × 3½

(iv) 19 6 / 7 × 13½

(vi) 34/5 ÷ 6/7

(vii) 2 ÷ ⅘

(viii) ⅞ ÷ 13

(ix) ⅚ ÷ 9 6 / 5

(x) 12 × ¾ ÷ 1/2

2. Find the base of the triangle whose height is 4⅗ cm and the area is 28/35 cm 2 .

3. Three times more flour is needed to make a large cake than a small one. If 3⅕ kg flour is needed to make a large size cake, how much flour is needed to make a small size cake?

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Problems on Multiplication of Fractional Numbers | Multiplying Fractions Problems with Answers

Problems on Multiplication of Fractional Numbers are provided with the different types of problems. Follow the complete concept and learn more about the Multiplication of Fractional Numbers topic. In this topic, different methods are given to solve a single problem here. So, check out various problems with methods and choose the best process to solve them. We will provide answers and explanations for the Multiplication of Fractions Problems.

Also, Refer:

• Multiplication of Fractions
• Multiplication of a Whole Number by a Fraction

What is a Fraction?

Fraction value is nothing but a section or portion of any given quantity. Fractions are usually denoted by the symbol “/”.

How can we Multiply Fractions?

First, we need to Multiply the numerator with the numerator then we have to Multiply the denominator with the denominator Finally Simplify the fractions if needed.

Problems on Multiplication of Fractional Numbers

Solved examples in Multiplying Fractions Numbers will help you to get a piece of detailed information and also helps you to score better marks in the exam. So let’s see few problems.

Always remember, Product of Fraction = Product of Numerator/Product of Denominator

Multiplication of a Fraction Number with a Fraction Numbers 

(i)Solve the equation 2/ 3  ×  1/ 5

We have 2/ 3  ×  1/ 5

To multiply the above equation, first, we have to multiply the numerators

That gives 2 × 1 = 2

Now we need to multiply the denominators

Which gives 3 × 5 = 15

Now, We have to write our fraction number in the form of numerator/denominator which gives  2/ 15

Answer: 2/15.

(ii) Solve the equation 9 /4 × 2 /3

We have 9 /4 × 2 /3

That means 9 × 2 = 18

Which gives 4 × 3 = 12

Now, We have to write our fraction number in the form of numerator/denominator which gives  18 / 12

18/12 can be further simplified as 3/2 because 18 and 12 both these integers can be divided by 6.

Answer: 3/2

Multiplication of Fraction Numbers with a Whole Number

(iii) Solve the equation 3/5 x 6

We have 3 /5 × 6

To multiply the fraction numbers first, we have to multiply the numerators then denominators.

But we don’t have a denominator for 6 so let us assume 1 as a denominator for 6

Now  3 × 6 = 18 and 5 × 1 = 5

Now, We have to write our fraction number in the form of numerator/denominator which gives  18 /5

Answer: 18/5

(iv) Solve the equation 10/15 x 7

We have 10 /15 × 7

But we don’t have a denominator for 7 so let us assume 1 as a denominator for 7

Now  10 × 7 = 70 and 15 × 1 = 15

Now, We have to write our fraction number in the form of numerator/denominator which gives  70 /15

70/15 can be further simplified as 14/3 because 70 and 15 both these integers can be divided by 5.

Answer: 14/3

Multiplication of a Whole Number with a Fraction Number

(v) Solve the equation 1 x 5/4

We have 1 x 5/4

But we don’t have a denominator for 1 so let us assume 1 as a denominator for 1

Now  1 × 5 = 5 and 1 × 4 = 4

Now, We have to write our fraction number in the form of numerator/denominator which gives  5/4

Answer: 5/4

(vi) Solve the equation 5 x 3/15

Solution: We have 5 x 3/15

But we don’t have a denominator for 5, so let us assume 1 as a denominator for 5

Now  5 × 3 = 15 and 1 × 15 = 15

Now, We have to write our fraction number in the form of numerator/denominator which gives  15/15

15/15 can be further simplified as 1 because 15 can be divided by 15.

Problem 4: Multiplication of Mixed Fraction Numbers with a Whole Number

(vii) Solve equation 2(9/13) x 4

Solution: We have 2(9/13) x 4

First, we need to convert the given mixed fraction into a fraction number

This means 2(9/13) gives 35/13

But we don’t have a denominator for 4, so let us assume 1 as a denominator for 4

Now  35 × 4 = 140 and 1 × 13 = 13

Now, We have to write our fraction number in the form of numerator/denominator which gives  140/13

Answer: 140/13

(viii) Solve equation 2(2/3) x 6

Solution: We have 2(3/3) x 6

This means 2(2/3) gives 8/3

But we don’t have a denominator for 6, so let us assume 1 as a denominator for 6

Now  8 × 6 = 48 and 1 × 3 = 3

Now, We have to write our fraction number in the form of numerator/denominator which gives  48/3

Answer: 48/3

Multiplication of the Whole Number with Mixed Fraction Numbers 

(ix) Solve equation 3 X 3(1/4)

Solution: We have 3 x 3(1/4)

But we don’t have a denominator for 3, so let us assume 1 as a denominator for 3

Now, we need to convert the given mixed fraction into a fraction number

This means 3(1/4) gives 13/4

Now we have to multiply 3 × 13 = 39 and 3 × 1 = 3

Now, We have to write our fraction number in the form of numerator/denominator which gives  39/3

39/3 can be further simplified as 13/1 because 39 and 3 both these integers can be divided by 3.

Answer: 13.

(x) Solve equation 2(2/3) X 4

Solution: We have 2(2/3) x 4

Now we have to multiply 8 × 4 = 32 and 4 × 1 = 4

Now, We have to write our fraction number in the form of numerator/denominator which gives  32/4

32/4 can be further simplified as 8/1 because 34 and 4 both these integers can be divided by 2.

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Fraction Multiplication Word Problems Worksheets

Our printable worksheets on multiplying fractions word problems task grade 4 through grade 7 students with reading and solving realistic scenarios by performing fraction multiplication. The problems feature both common and uncommon denominators, so the budding problem-solving stars must follow the correct procedure to obtain the products. Equipped with answer keys, these pdf resources are available in customary and metric units. Try some multiplying fractions word problems worksheets for free!

Multiplying Fractions by Whole Numbers Word Problems

Impel the eager beavers in 4th grade and 5th grade to multiply fractions by whole numbers through word problems. Kids are required to multiply proper fractions and improper fractions by whole numbers correctly.

Multiplying Fractions by Cross-Cancelling Word Problems

Say a whole-hearted yes to our no-prep printable worksheets on fraction multiplication that have you fully covered! Interpret the word problems and multiply fractions with a special emphasis on cross cancelling.

Multiplying Mixed Numbers Word Problems

Multiplying mixed numbers may initially feel incomprehensible, but practice makes the pain melt away. Let grade 6 and grade 7 kids convert the mixed numbers into fractions and work out the products.

Multiplying Mixed Numbers and Fractions Word Problems

Let not the challenges of obtaining solutions for problems befall you! Our pdf worksheets on multiplying fractions word problems, equipped with answer key for a quick self-validation, help ease into the process.

Themed Fraction Multiplication Word Problems

Revive 5th grade, 6th grade, and 7th grade students' problem-solving fortunes with our themed word problems, featuring a good mix of like fractions, unlike fractions, whole numbers, and mixed numbers!

Related Worksheets

» Multiplying Fractions on a Number Line

» Multiplying Fractions by Whole Numbers

» Multiplying Fractions with Cross Cancelling

» Multiplying Mixed Numbers

» Fraction Word Problems

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Number line.

• reduce\:fraction\:\frac{4}{8}
• \frac{1}{2}+\frac{1}{4}+\frac{3}{4}
• \frac{1}{2}\cdot\frac{8}{7}
• \frac{-\frac{1}{5}}{\frac{7}{4}}
• descending\:order\:\frac{1}{2},\:\frac{3}{6},\:\frac{7}{2}
• decimal\:to\:fraction\:0.35
• What is a mixed number?
• A mixed number is a combination of a whole number and a fraction.
• How can I compare two fractions?
• To compare two fractions, first find a common denominator, then compare the numerators.Alternatively, compare the fractions by converting them to decimals.
• How do you add or subtract fractions with different denominators?
• To add or subtract fractions with different denominators, convert the fractions to have a common denominator. Then you can add or subtract the numerators of the fractions, leaving the denominator unchanged.

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