# Common Core: 5th Grade Math : 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

## Example Questions

### Example Question #61 : 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

Gerry 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?

Explanation:

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).

### Example Question #91 : Operations With Fractions And Whole Numbers

Julia lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #61 : 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

Jessie lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #321 : Number & Operations With Fractions

Erica lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #331 : Number & Operations With Fractions

Olivia lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #61 : 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

Holly lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #62 : 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

Virginia lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #101 : Operations With Fractions And Whole Numbers

Kenzie lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #63 : 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

Elsie lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Explanation:

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 her friends house she stopped.

We know that her friend lives  of a mile away from her 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).

### Example Question #61 : 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

Nina lives  of a mile away from her friend's house. She walked  of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?