# Session 19: Multiplication and division of fractions

<div align="left" dir="ltr" id="bkmrk-session-title-multip"><table style="width: 109.285714%; height: 533.140625px;"><tbody><tr style="height: 29px;"><td style="height: 29px;">**Session Title**

</td><td style="height: 29px;">**Multiplication and division of fractions**

</td></tr><tr style="height: 126px;"><td style="height: 126px;">Objective

</td><td style="height: 126px;">1. Understand and apply the concepts of multiplying and dividing fractions.
2. Collaborate effectively in groups to solve real-world problems.
3. Communicate mathematical thinking and strategies with peers.

</td></tr><tr style="height: 102.03125px;"><td style="height: 102.03125px;">Topics/Concept

</td><td style="height: 102.03125px;">1. Understand and apply multiplication of fractions using models.
2. Understand and apply the division of fractions using real-life scenarios.

</td></tr><tr style="height: 153.21875px;"><td style="height: 153.21875px;">Materials Required

</td><td style="height: 153.21875px;">1. Fraction tiles or strips
2. Grid paper or printed fraction models
3. Paper plates and scissors (for creating fraction pieces)
4. Whiteboard and markers
5. fraction cards

</td></tr><tr style="height: 70.03125px;"><td style="height: 70.03125px;">Methodology

</td><td style="height: 70.03125px;">- Activity-based learning: group work
- Experienced learning: relating fractions to real life

</td></tr><tr style="height: 52.859375px;"><td style="height: 52.859375px;">Session Duration

</td><td style="height: 52.859375px;">90 Minutes</td></tr></tbody></table>

</div>### Introduction Activity (20 minutes)

The teacher explains a scenario: “You’ve got a garden bed that covers 1/2 of your backyard. You want to plant carrots in 1/3 of that garden bed. How much of your backyard will be used for carrots?”

**Step-by-Step Explanation:**

1. 1. Start with the whole backyard – think of it as 1 whole.
2. 2. 1/2 of the backyard is used as a garden bed.
3. That means half of your total space is now dedicated to gardening.
4. 3. Now, you only want to use 1/3 of that garden bed for carrots.

So you're taking a fraction (1/3) of another fraction (1/2).

 Mathematically, that means you multiply:

1/3 × 1/2 = 1/6

That means : You can draw a rectangle:

Shade half of it (that’s the garden bed).

Then, within the shaded half, divide it into 3 equal parts and shade 1 of them (that’s the carrots).

You’ll see 1 out of the 6 parts of the whole rectangle is shaded — which shows 1/6.

### Main Activity (65 minutes)

**Activity 1: Multiply It! (20 minutes)**

"Pizza Plate Fractions" (Hands-on Activity)

Divide students into small groups

**Instructions:**

1. 1. Give each group paper plates.
2. 2. Have them cut the plate into halves, fourths, eighths, etc.
3. 3. Use the slices to represent multiplication of fractions.

Example: Multiply 2/3 × 1/2 using paper pieces and place them on a template.

**Group Task:**

Key Questions to Ask:

What happens when we multiply two fractions

Is the product bigger or smaller than the original fractions?

**Activity 2: Divide and Discover (20 minutes)**

Start with a real-world example:

&gt; “You have 1 pizza and want to share it with friends. Each person gets 1/4 of a pizza. How many people can you feed?”

Use paper models or drawings:

Cut the pizza into fourths.

Count how many 1/4s in 1 whole: 1 ÷ 1/4 = 4

Explain the Rule (Reciprocal Method)

Once they understand the concept:

Division by a fraction means multiplying by the reciprocal.

&gt; 1 ÷ 1/4 = 1 × 4 = 4

2/3 ÷ 1/6 = 2/3 × 6/1 = 12/3 = 4

**"Sharing Cookies" Division Challenge(15 minutes)**

**Instructions:**

1. 1. Each group gets a “cookie card” with division problems (e.g., You have 3 cookies. Each person gets 1/2 of a cookie. How many people can you serve?)
2. 2. Use fraction strips or draw on paper to find answers.
3. 3. Groups record solutions and explain their reasoning.
4. Sample Problems:

 3 ÷ 1/2 = ?

 1 ÷ 1/4 = ?

 2/3 ÷ 1/6 = ?

 5/4 ÷ 7/8=?

### Review Questions (10 minutes)

Bring students together to share:

One multiplication and one division problem they solved

What was tricky?

How did their group help each other?

### Follow-up Tasks (5 minutes)  


1. ¾ × 2/4
2. 5/8×1/3
3. 2÷3/6
4. 5/6÷7/8

### Expected Learning Outcome:

**Knowledge building:**

- Expert in multiplication and division of fractions

**Skill Building:**

- Self-awareness
- Social awareness
- Responsible decision-making
- Relationship skills