Interpret the Product (a/b) × q as a Part of a Partition of q into b Equal Parts: CCSS.Math.Content.5.NF.B.4a - Common Core: 5th Grade Math
Card 0 of 20
Jessica made 
gallons of punch. 
of the punch was water. How much water did she use to make the punch?
Jessica made
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the punch is water.
We know that we have 
gallons of punch so we can set up our multiplication problem.
which means 
of each group of 
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that we have
Compare your answer with the correct one above
Lindsey made 
gallons of punch. 
of the punch was water. How much water did she use to make the punch?
Lindsey made
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the punch is water.
We know that we have 
gallons of punch so we can set up our multiplication problem.
which means 
of each group of 
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that we have
Compare your answer with the correct one above
Linda made 
gallons of punch. 
of the punch was water. How much water did she use to make the punch?
Linda made
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the punch is water.
We know that we have 
gallons of punch so we can set up our multiplication problem.
which means 
of each group of 
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that we have
Compare your answer with the correct one above
Eric lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did Eric travel before he stopped to tie his shoe?
Eric lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Aaron lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Aaron lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Joe lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Joe lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Drew lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Drew lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Armen lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Armen lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Brett lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Brett lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Steve lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Steve lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
David lives 
of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
David lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Matt lives 
of a mile away from his friend's house. He walked of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Matt lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model by because those are the denominators of our fractions. We shade up and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Brian lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Brian lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Greg lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Greg lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Dan lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?
Dan lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Tim lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
Tim lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Zach lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
Zach lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Charlie lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
Charlie lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Russell lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
Russell lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above
Shaun lives 
of a mile away from his friend's house. He walked 
of the way there and then stopped to pet a dog. How far did he travel before he stopped to pet the dog?
Shaun lives
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". 
of the way to his friends house he stopped.
We know that his friend lives 
of a mile away from him so we can set up our multiplication problem.
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model 
by 
because those are the denominators of our fractions. We shade up 
and over 
, because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).
A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".
We know that his friend lives
We can set up a tiled area model to help us solve the problem.
We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.
We make the area model
Compare your answer with the correct one above