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Day 13 · Multiply fractions as part of a partYear 7 Maths · T1 W3–4 · Day 13 lesson

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Year 7 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Codes: AC9M7N04, AC9M7N06. Goal: explain positive fraction multiplication without a memorised rule alone. Prepare: same-whole rectangle/grid or raised partitions.

  1. Launch · 2 min. In a fictional graphic, what should 3/4 of 2/3 be compared with 2/3: larger or smaller? Smaller.
  2. Model · 5 min. Partition one whole into thirds one way and quarters the other. The overlap for 3/4×2/3 is 6/12=1/2. Explain the one-whole area model and then numerator/denominator product.
  3. Guide · 6 min. Use 2/5×3/4=6/20=3/10. Confirm 3/10<3/4 and 3/10<2/5 because both factors are below 1.
  4. Choice · 6 min. D13-A/B/C: page panel, signal interval or rectangular grid. Learners represent an overlap and exact simplified result.
  5. Exit · 4 min. Is 1/2×3/4 equal to 3/8 or 4/6? 3/8; explain with an eight-cell area or a half of three quarters.
  6. Note · 2 min. Record whether learner understood “of” as a second partition of the same whole; recheck a new area model if only a rule was repeated.

Optional home/extension: Draw a 4-by-3 blank rectangle. Extension: explain why 3/4×2/3=2/3×3/4 by rotated partitions.

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