42 NEL

Chapter

2
Fraction
Operations
GOAL

You will be able to

• multiply and divide fractions by whole
numbers, other fractions, and mixed
numbers using models, drawings, and
symbols
• estimate products and quotients of
whole numbers, fractions, and mixed
numbers
• solve and create problems using
fraction operations
• calculate the value of expressions
involving fractions, using the proper
order of operations
• communicate clearly about fraction
operations

How could you use fractions

to describe this “musical
instrument”?

NEL 43
Chapter 2 Getting Started

YOU WILL NEED

• pattern blocks
Pattern Block Designs
Allison made a design using pattern blocks.

What fractions can you use to describe the

pattern block design?

A. If a yellow hexagon has an area of 1 unit, what is the area of

each block?
a) the red block b) the blue block c) a green block
3 1
B. The equation 3
  3 tells the sum of the areas of two of
6 2
the colours.
• Which are the two colours?
• How do you know?
1 1
C. The equation 3    2 describes how much more of the
2 2
design is one colour than another.
• Which are the two colours?
• How do you know?

44 Chapter 2 NEL
 D. Write equations with fractions and/or mixed numbers to
describe the areas defined below, using the units in part A.
Solve the equations. Show your work.
• the red and blue parts
• how much more is green than blue
• how much more is yellow and red than green and blue
• how much more is red than green

E. Write three other fraction equations that describe areas in

Allison’s design.

F. Make your own design using

• yellow, red, blue, and green pattern blocks
• a total of eight blocks
• at least two yellow blocks
• at least one block of each other colour
Repeat steps D and E for your design.

G. Is it possible to create a design using the rules in step F where

each is true? Explain.
1
• The yellow area is 1 units greater than the blue area.
3
1
• The blue and red area, together, is  unit greater than the
6
green area.

What Do You Think?

Decide whether you agree or disagree with each statement. Be ready
to explain your decision.

1. If you add two fractions, the result is always less than 1, but if
you add three fractions, it is greater than 1.

2. If you subtract two fractions, the difference is usually

somewhere between the two fractions you are subtracting.

3. The product of two numbers is always greater than the sum.

4. The quotient of two numbers is always less than the product.

5. One way to calculate a  b is to figure out how many bs make

up a.

NEL Fraction Operations 45

 2.1 Multiplying a Whole Number
by a Fraction

YOU WILL NEED

• grid paper Use repeated addition to multiply fractions by whole
• counters
numbers.
• Fraction Strips Tower
• Number Lines

LEARN ABOUT the Math

Nikita is having a party. After a few hours, she notices that six
pitchers of lemonade are each only 3 full. She decides to combine
8
the leftovers to use fewer pitchers.

How many pitchers will the leftover

lemonade fill?
A. Estimate how many whole pitchers the lemonade will fill
completely. Explain your thinking.
8
B. Use a model to represent  of a pitcher.
8
C. Use this model to represent all the lemonade from the six
partially full pitchers. Write the number of pitchers, after the
lemonade has been combined, as both an improper fraction
and a mixed number.

46 Chapter 2 NEL
 3 3 3 3 3 3 3
D. Why could you write either 




 or 6  
8 8 8 8 8 8 8
to describe the total amount of lemonade in the pitchers?

E. Now use another model to represent the pitchers and solve the
problem.

Reflecting
F. How could you have predicted that the amount left in the last
pitcher would be a fraction with a denominator of 8?

G. Describe a procedure for multiplying a whole number by a

fraction. Explain why you think that procedure will work.

WORK WITH the Math

Example 1 Multiplying with grids and counters

Calculate 4
5 using grids and counters.

6
Represent the answer as an improper fraction and as a mixed number.

Brian’s Solution
5 5
4 x  is four sets of . I used 3-by-2 rectangles, since I wanted to show sixths and
6 6
3  2  6. Each rectangle represents one whole.

I showed four sets of 5 by putting counters on 5 out of 6

6
squares in each of the four rectangles.

4  5  20, so 20 squares are covered.

Since each square represents 1, the 20 squares represent 20.

6 6
5 4 x 5 20
4 x  =  = 
6 6 6
To write the improper fraction as a mixed number, I moved the
counters to fill as many grids as I could.

I moved 3 counters from the last grid to fill up the other 3 grids.

That means 3 grids were full and there were 2 counters, each
representing 1, in the last grid.
6
5 20 2 1 You can write the fraction part 2 as 1 if you want to.
4 x  = , or 3 , or 3 6 3
6 6 6 3

NEL Fraction Operations 47

 Example 2 Multiplying with fraction strips

Calculate 3
2 using fraction strips. Write the product as an

3
improper fraction and as a whole or mixed number.

Misa’s Solution
2 2
3 x  is 3 sets of .
3 3
I can look at the model and see that there
are 6 thirds altogether.

2 3x2 6
3 x  =  = 
3 3 3

To rename the product as a whole or mixed

number, I needed to know how many whole
strips there were and how many thirds were
left over. I lined up the strips to see.
3x2 The total length matched 2 full strips and
 = 2
3 there were no extra thirds

Example 3 Multiplying with a number line

Calculate 5
3 using a number line. Write the product as an

2
improper fraction and as a whole or mixed number.

Preston’s Solution
3
5 x  = 5 x 3 halves I knew that there would be 15 halves since
2
there are 5 sets of 3 halves.
= 15 halves
15
= 
2

I drew a number line marked in halves to see

0 1 2 3 4 5 6 7 8 9 10
how much 15 is.
2
I knew it would be less than 10 since 20 = 10.
2

48 Chapter 2 NEL
 3 3 3 3 3 I thought of 3 as 11. I made 5 jumps of 11 and
2 2 2
2 2 2 2 2
ended up at 71.
2
0 1 2 3 4 5 6 7 8 9 10 That makes sense since 15 is 7 sets of 2 halves
2
3 1
5 x  = 5 x 1 and another 1. Each set of 2 halves is one whole.
2 2 2
1
= 7
2

Reading Strategy A Checking

Questioning 2
1. Jennifer pours  of a cup of water into a pot and repeats this 7
3
Write three questions times. How many cups of water, in total, does she pour into
that can help you solve the pot? Write your answer as a mixed number.
this problem.
3
2. a) Write 5   as a repeated addition sentence.
4
b) Use a model to calculate the answer.
c) Write your answer as an improper fraction and as a mixed
number.

B Practising
3. Multiply. Write your answer as a fraction and, if it is greater
than 1, as a mixed number or whole number. Use a model and
show your work for at least two parts.
1 3 7
a) 2   c) 6   e) 3  
3 8 6
3 2 4
b) 5   d) 4   f) 8  
5 5 2
4. Estimate to decide which products are between 5 and 10.
Calculate to check.
5 4 5
a) 2   c) 8   e) 6  
3 5 4
6 7 7
b) 6   d) 7   f) 7  
7 10 6
5
5. Art class is  of an hour each school day. How many hours of
6
art does a student have in five days?

NEL Fraction Operations 49

 2
6. Jason needs  of a cup of flour to make one batch of bannock.
3
How many cups of flour will he need if he decides to make six
batches, one for each of his aunts?
1
7. Katya says that multiplying 17   will tell her how many
4
dollars 17 quarters is worth. Do you agree? Explain.
3
8. a) How much farther are four jumps of  on a number line
5
than three jumps of 4? Explain.
5
b) Select two other pairs of jumps that would be the same
distance apart as the jumps in part a).
2
9. a) Multiply 2  .
5
2
b) Rewrite  as a percent, and then multiply by 2.
5
c) Explain how you can use the calculation in part b) to
check your answer to part a).

10. Multiply 5  2.3. Show how to use fraction multiplication to

check your result.

11. Ki multiplied a whole number by a fraction. The numerator of

the fraction product was 30. List three possible whole number
and fraction combinations he could have been using.

12. Carmen multiplied a whole number by a fraction. Her answer

was between 6 and 8. List three possible multiplications
Carmen might have performed.
2
13. Describe a situation where you might multiply 4  .
3
■
14. Lea modelled the product of 5   using grids and counters
■
and filled exactly four grids. What fraction did she multiply by?

15. At a party, Raj notices that 15 pitchers of lemonade are filled

to the same level, but not to the top. He combines all the
lemonade to fill six whole pitchers. What fraction of each of
the 15 pitchers was full?
2 2 2
16. a) Why do the products for 5  , 5  , and 5   all have
3 5 7
the same numerator?
b) Why are the denominators different?

50 Chapter 2 NEL
 2.2 Exploring Calculating a Fraction
of a Fraction

YOU WILL NEED

• Fraction Strips Tower Represent one fraction as part of another fraction.
• scissors
• pencil crayons

EXPLORE the Math

Aaron is playing a fraction game with his friends.

The game board is a fraction strip tower.
Each player picks a card and covers sections of fraction strips.
For example, if the player picks B. , the player would
1
1 1
3 Cover of
cover 1, since 1 fits into 1 4 3
1 1 1 1 12 12 3
12 12 12 12 four times.

1
1
2
1 1
2 1 3
1
A.
1 3 1
1 4 1
3
1 4 1
Cover 3 of 2
1 4 1 5
4 1 5
1 5 1 B.
1 5 1 6
1 6
5 1
1
1 6
6
1
1
1
7 Cover 1 of 1
6 1 7 4
6 1 7 1
3
1 7 1
1 7 1 8
7 1 1 8
7 1 8 8 1
1 8 1 1
1 8 1 9 C.
8 8
1 1 1
9 9 9 9
1 1 2 of 3
1 1
9 9 1 1 10 Cover 3 5
9 1 1 10 10
9 1 10 10 1
1 1 10 1 1
1 10 10 1 1 11 11
10 10 1 1 11 11
1 1 11 11 1 1
1 1 11 11 1 1 1 12 D.
11 11 1 12 12
11 1 12
Cover 3 of 1
1 1 12 12
1 1 12 12
1 12 12 4
12 12 2

Which cards might Aaron pick from the deck to

1 2 3
cover each of , , and ?
6 5 8

NEL Fraction Operations 51

 2.3 Multiplying Fractions

YOU WILL NEED

• Fraction Strips Tower Multiply two fractions less than 1.
• grid paper
• coloured pencils

LEARN ABOUT the Math

About 1 of Canadians who are 12 and older downhill ski. About
10
2
 of these skiers are between the ages of 12 and 24.
5

What fraction of the Canadian population

between the ages of 12 and 24 are
downhill skiers?

Example 1 Using a fraction strip model

I needed to determine 2 of 1.

5 10

Allison’s Solution
I used fraction strips.
I divided 1 into 5 equal sections. I realized that, if I
10
divided each 1 up, that would make 50 equal sections.
10
I coloured 2 of the first tenth.
5

2 1 2
 of  =  So 2 of 50 sections were coloured.
5 10 50
2 I could write that as 2.
About  of Canadians between the 50
50
ages of 12 and 24 downhill ski.

52 Chapter 2 NEL
 Example 2 Using a grid

I calculated 2  1.

5 10

Nikita’s Solution

1 Since ■ groups of ■ is another way of saying ■  ■, I figured that 2 of

1 2 1 5
10  would be   .
2 10 5 10
5
One way to multiply whole numbers is to draw a rectangle with those
dimensions and calculate its area.

To show fifths, I wanted the rectangle to have 5 sections in one direction.

To show tenths, I wanted it to have 10 sections in the other direction. So I
made a 5-by-10 rectangle. Inside of it, I drew a rectangle that was
2 1
  . Its area was 2  1 squares out of the total 5  10 squares.
5 10

2 1 2x1
 x  = 
5 10 5 x 10
2
=  I noticed that 2 and 50 had a common factor, so I wrote the product in
50
lower terms.
1
= 
25

Reflecting
2 1 1 2
A. How did Nikita’s model show both    and   ?
5 10 10 5
B. How can you use a model to determine the numerator and
denominator of a product?

C. Suggest a possible procedure for multiplying two fractions less

than 1. Explain why you chose that procedure.

NEL Fraction Operations 53

 WORK WITH the Math

Example 3 Multiplying fractions less than 1

If 2 of the students in Windham Ridge School are in Grades 7

3
and 8, and if 5 of these students are girls, what fraction of the
8
students in the school are girls in Grades 7 and 8?

Solution A: Using fraction strips

This model shows 5 of 2. To take 5 of 2, you need a strip that divides the 2 into
8 3 8 3 3
8 sections.
A strip to divide each third into 4 sections would work.
Use twelfths since 3  4  12.
5 2 5 Divide 2 into 8 equivalent sections, and colour 5 of
     3
8 3 12
the sections.
So 5 of the students are girls in
12
Grades 7 and 8.

Solution B: Using an area model

5
8
2 Colour a 3-by-8 rectangle to show 5 by 2.
8 3
3
5 2 52
    
8 3 83
10 5
 , or 
24 12
So 5 of the students are girls in
12
Grades 7 and 8.

A Checking
1. What multiplication expression does each model represent?
a) b)

54 Chapter 2 NEL
 3 2
2. Draw a model for   . Use your model to determine the
4 5
product.
2
3. About  of Canadian downhill skiers are from British
11
Columbia. About 1 of Canadians downhill ski. What fraction
10
of all Canadians are downhill skiers from British Columbia?

B Practising
4. What multiplication expressions does each model represent?
a) b) c)

5. Draw a model for each multiplication expression. Determine

the product. Write the result in lowest terms.
1 3 1 2 1 4
a)    c)    e)   
2 8 6 5 4 5
4 1 3 2 3 2
b)    d)    f)   
5 3 4 6 5 3
6. Match each expression with its product in the box.
5 7 2 9 1 8
a)    c)   
6 10 6 10 6 15
3 4 4 14 3 7
b)    d)    10 12
8 9 7 15
2 3 6
7. a) Draw a picture to show why     .
5 8 40 6
b) List two other pairs of fractions with a product of .
40
1 3
8. Matthew’s bed takes up  of the width of his bedroom and  of
3 5
the length. What fraction of the floor area does the bed use up?
2 5
9. Jessica is awake for  of the day. She spends  of that time at
3 8
home.
a) What fraction of the day is Jessica awake at home?
b) How many hours is Jessica awake at home?
2
10. The Grade 8 class raised  of the money to support the
5
school’s winter production. The Grade 8 boys raised 2 of the
3
Grade 8 money. What fraction of the whole production fund
did the Grade 8 boys raise?

NEL Fraction Operations 55

 1
11. a) In Manitoba, Francophones make up about  of the
20
population. Only about 1 of Francophones in Manitoba
8
are under 15. What fraction of Manitoba’s total
population is made up of Francophones under 15?
3
b) Aboriginal peoples make up about  of the population of
20
Manitoba. Of those, only about 1 are under 15. What
3
fraction of Manitoba’s total population is made up of
Aboriginal peoples under 15?
1
12. Cheyenne gets home after 4 p.m. on school days about  of the
2
time. She gets home after 5 p.m. on about 2 of those days. On
5
what fraction of school days does she get home after 5 p.m.?
3 2
13. Describe a situation where you might multiply   .
5 3
14. a) Complete this pattern and continue it for three more
products.
1 1 1 1 1
4    ■ 2    ■ 1    ■     ■
2 2 2 2 2
1 1
b) How does this pattern explain the product of   ?
2 2
15. How much greater is the first product than the second?
2 2 1 3
a)    than   
7 5 7 5
3 4 1 2
b)    than   
8 9 8 3
3 2 1 1
c)    than   
5 3 5 4

16. a) Calculate 0.4  0.3.

b) Rename each decimal as a fraction and multiply. What do
you notice?

17. Use a pattern to help you determine the product of

1 2 3 4 99
        …  .
2 3 4 5 100
18. How does the product of two fractions less than 1 compare to
the two fractions? Is the product equal to, greater than, or less
than each fraction? How do you know?
3
19. Daniel multiplied  by another fraction less than 1.
5
a) What do you know about the denominator of the product?
b) What do you know about the numerator of the product?

56 Chapter 2 NEL
 2.4 Exploring Estimating
Fraction Products

YOU WILL NEED

• fraction models Estimate to predict whether a fraction product is closer
• Fraction Spinner to 0, 1, or 1.
2

EXPLORE the Math

Brian and Preston are playing a spinner game. Brian is getting

ready to spin.

Game Rules
Spin twice and multiply.
Score 1 point if the fraction is closer to 1 than 0.
2
Score 1 more point if the fraction is closer to 1 than 1.
2

What combinations can Brian spin to win

2 points?

NEL Fraction Operations 57

 2.5 Multiplying Fractions
Greater Than 1

YOU WILL NEED

• grid paper Multiply mixed numbers and improper fractions.

LEARN ABOUT the Math

A large bag of popcorn holds 21 times as much as a small bag.

2
Aaron has 11 large bags.
2
He is pouring the popcorn into smaller bags to give to friends.

How many small bags will his popcorn fill?

58 Chapter 2 NEL
 Example 1 Adding partial areas

I used an area model.

Aaron’s Solution
1
2 I knew this was a multiplication problem since
2
I wanted 11 groups of 21.
2 2
1 A B One way to multiply is to get the area of a
rectangle with side lengths the numbers you
1
C D
are multiplying. I drew a rectangle with side
2 lengths 11 and 21.
2 2
The area of A is 1 x 2 = 2 square units. I divided the rectangle into parts and
1 1 calculated the area of each part.
The area of B is 1 x  =  square unit.
2 2
1
The area of C is  x 2 = 1 square unit.
2
1 1 1
The area of D is  x  =  square unit.
2 2 4
1 1
The total area is 2 +  + 1 +  square units, I added up the partial areas.
3 2 4
or 3 square units.
4
3
He could fill 3 small bags of popcorn.
4

Example 2 Applying a procedure

I used a procedure.

Misa’s Solution
1 1 3 5
1 x 2 =  x  I knew this was a multiplication problem. When you
2 2 2 2
multiply fractions less than 1, you can multiply the
3x5
=  numerators and multiply the denominators.
2x2
15
=  I renamed 11 as 3 and 21 as 5 and multiplied the
2 2 2 2
4
15 3 way I would multiply fractions less than 1.
Area is  = 3
4 4
3
He could fill 3 small bags of popcorn.
4

NEL Fraction Operations 59

 Reflecting
2 4
A. Would you use Aaron’s or Misa’s method to multiply 1  1?
3 5
Explain your reasons.
1 1
B. How would you use each model to multiply 2  3?
3 2

WORK WITH the Math

Example 3 Multiplying two mixed numbers

Multiply 21
31.

2 3

Solution A: Adding partial areas

1 Calculate the area of the
3 3 rectangle by calculating the four
partial areas and then adding.
1 2
2 32 3

11
1
3 2
2
3 1
2

1 1
( 1
) (
1
)
2  3  2  3
  3
2 3 3 2
1
3

( ) (
1 1
2
1
2) ( 1
 (2  3)
2  
  3
  
3 3 )
2 3 1
 6



3 2 6
4 3 1
 6

1


6 6 6
8
 7

6
2 1
 8 or 8
6 3

60 Chapter 2 NEL
 Solution B: Using grids
1 5 1 10
2   and 3   If you were multiplying 1  1, you would
2 2 3 3 2 3
draw 2-by-3 grids.
10 1 1 1 1
3 2 3 of 2  6
1
3

1 1 whole
5 2 Start with 2-by-3 grids to represent 1 whole.
2
Then extend the grid in both directions so
there is space to draw a rectangle that is 5
halves wide and 10 thirds long.
The dimensions are 5  10.
2 3
There are 5 x 10  50 squares.

Each square is 1 of 1 whole.

6
50
The area is .
6
1 1 5 10
2  3    
2 3 2 3
5  10
 
23
50 2 1
 , or 8, or 8
6 6 3

A Checking
1. Estimate each product.
5 1 2 3
a)   6 b) 7  6
8 2 9 4
2. Show each multiplication using a different model. Determine
the product.
2 4 1 4
a) 2  1 b)   4
3 5 2 7
1 2
3. Miriam is making 3 dozen cookies. If  of the cookies have
2 7
icing, how many dozen cookies have icing?

NEL Fraction Operations 61

 B Practising
4. Calculate each product.
2 1 1 2 5 5
a)   2 c)   2 e)   1
3 4 5 3 6 7
5 1 3 5 2 1
b)   1 d)   2 f)   1
8 2 4 6 9 6
3 1
5. Use a model to show 2  4. Then calculate the product.
4 3
6. Draw a sketch to show a model for each multiplication.
4 3 1 4 1 1
a)    b)   4 c) 2  3
3 2 4 7 5 6
7. Calculate each product. Write the fraction parts in lowest terms.
1 1 4 2 1 2
a) 2  3 c) 1  2 e) 3  2
4 3 5 3 6 3
1 1 1 1 1 1
b) 1  2 d) 3  2 f) 1  1
2 2 5 4 6 4
1
8. A muesli recipe requires 1 cups of oatmeal. How many cups
4
of oatmeal do you need for each number of batches?
1 1
a) 2 batches b) 3 batches
2 3
1 2
9. Zoë had 3 times as much money as her brother. She spent 
3 5
of her money on a new CD player. Now how many times as
much money as her brother does Zoë have?
1 3
10. Tai calculated 3  4. He multiplied the whole number parts
3 8
together and then the fraction parts together to get an incorrect
product of 123.
24
a) Why would estimation not help Tai realize he made a
mistake?
b) How could you show Tai that his answer is incorrect?
1 2
11. Andrea’s bedroom is 1 times as long as Kit’s bedroom and 1
3 3
times as wide. What fraction of the area of Kit’s bedroom is
the area of Andrea’s bedroom?

62 Chapter 2 NEL
 12. The highest point in Alberta is Mount Columbia. Mount
Reading Strategy
Columbia is about 43 times as high as the highest point in
Visualizing 5
New Brunswick, Mount Carleton. Mount Carleton is about
In your mind,
create a picture of 53 times as high as the highest point in Prince Edward Island.
4
the information in Compare the height of Mount Columbia to the highest point
this problem. in Prince Edward Island.

4 3
13. a) Multiply 3 by 2.
10 10
b) Rename these two fractions as decimals, and multiply the
decimals.
c) How was the decimal multiplication similar to the fraction
multiplication?
14
14. The product of three improper fractions is . What could the
3
fractions be?

15. Describe a situation at home in which you might multiply

31 by 21.
2 3
16. Do you agree or disagree with the following statement? Explain.
When you multiply a mixed number using thirds by a mixed
number using fourths, the answer has to be a mixed number
using twelfths.

NEL Fraction Operations 63

Chapter 2 Mid-Chapter Review

Frequently Asked Questions

Q: How can you multiply a fraction by a whole number?

A: You can represent repeated addition using a variety of models.

For example, 3  4 means 3 sets of 4.
5 5

4 4 4 4 12 2
3    

    2
5 5 5 5 5 5

Q: How can you multiply two fractions less than 1?

A1: You can model one fraction and then divide it into the
appropriate number of pieces. For example, to show 2  6,
3 7
you can model 6 and divide each of the 6 sevenths into thirds.
7
2
Then, to show  of each section, colour 2 of the thirds.
3
2 6 12 4
    , or 
3 7 21 7

A2: You can determine the area of a rectangle. For example, to

2
5 model 2  2, create a rectangle that is 2 of a unit wide and
3 5 5
2
 of a unit long and calculate its area. There are
2 3
3 2  2 squares, each with an area of 1. So the total area is
15
4
 square units.
15
2 2 4
      
3 5 15
A3: You can multiply the numerators together and the
ac
denominators together: a  c   .
b d bd
3 6 36 18
For example,       .
5 7 57 35

64 Chapter 2 NEL
 Q: How can you estimate the product of two fractions?

A: The product of two fractions close to 1 is close to 1.

The product of two fractions close to 1 is close to 1. The
2 4
product of two fractions close to 0 is close to 0.
For example, 5  7 is close to 1 because 5 is close to 1 and
6 8 6
7
 is close to one.
8

Q: How can you multiply two mixed numbers?

A1: You can use an area model to multiply two mixed numbers.
For example, suppose that you wanted to calculate the area
of a rectangle that is 11 units long and 21 units wide.
3 2

21  5
2 2
1
2

1 1
11  4 3 whole
3 3

There are 4  5  20 squares. Each has an area of 1 of 1

6
whole.
4 5 20 2 1
    , or 3, or 3
3 2 6 6 3
A2: You can write each mixed number as an improper fraction.
You can multiply the improper fractions like proper
fractions.
1 1 4 5
1  2    
3 2 3 2
20
 
6

NEL Fraction Operations 65

 Practice
Lesson 2.1
1. Write as a repeated addition. Use fraction strips or a number
line to add.
Write each answer as an improper fraction and as a mixed
number. Write the fractions in lowest terms.
1 3
a) 6   c) 8  
5 5
5 4
b) 4   d) 5  
12 9
2. Use grid paper and counters to multiply.
3 5
a) 3   c) 5  
8 6
5 2
b) 2   d) 4  
9 5
24
3. The product of a fraction and a whole number is . What
5
could the fraction and the whole number be?

Lesson 2.2
2 3
4. Draw a picture to show  of .
3 8
5. What is the missing fraction?
1 2 3 4 3 3
a)  of  is ■. b)  is ■ of  c) ■ of  is .
4 7 5 5 4 12

Lesson 2.3
6. Draw a model for each multiplication. Use your model to
determine the product.
1 1 3 4
a)    b)   
3 6 7 5
7. What fraction multiplication does each model represent?
a) b)

c)

66 Chapter 2 NEL
 2
8. If you multiply  by another fraction, can the denominator be
8
20? Explain.
3
9. About  of the traditional dancers of a First Nations
4
school are girls. About 1 of these students are in Grade 8.
4
What fraction of the students who dance are Grade 8 girls?

Lesson 2.4
1
10. Which products are greater than ?
2
3 5 3 8
a)    c)   
4 6 9 9
1 7 3 2
b)    d)   
6 8 5 3
Lesson 2.5
11. Calculate.
3 1 1 2 3 3
a)   3 c) 1  1 e) 2  3
7 2 3 3 4 4
2 3 5 12 1 3
b)   1 d)   6 f) 3  6
5 5 6 25 5 8
1
12. Eileen used to be on the phone 3 times as much as her sister
2
every day. As a New Year’s resolution, she decided to cut down
to about 2 of the time she used to be on the phone. About how
5
many times as much as her sister is Eileen now on the phone?

NEL Fraction Operations 67

 2.6 Dividing Fractions by
Whole Numbers

YOU WILL NEED

• counters Use a sharing model to represent the quotient of a fraction
• grids
divided by a whole number.
• Fraction Strips Tower

LEARN ABOUT the Math

Three-tenths of the possible donors still have to be called. Two of

the students are going to share the job.

What fraction of all the possible donors will

each student be calling?

68 Chapter 2 NEL
 4
A. Suppose  of the list of donors still need to be called. Use
10
counters on a grid to represent 4.
10
B. Arrange the counters into two equal groups.

C. What fraction of the grid is covered by each group?

D. What fraction of the donors will each student phone?

E. How can you change what you did in step B to solve the
problem if only 3 of the donors need to be called?
10

Reflecting
F. What whole number division did you need to do to solve the
problem in step D?

G. Why did you need to change your strategy to solve step E?

1
H. Why is dividing a fraction by 2 the same as multiplying it by ?
2

WORK WITH the Math

Example 1 Relating dividing and multiplying

Allison had art class on 9 out of the 20 school days last month.
She worked with a partner about 1 of the time. For what fraction
3
of the school days last month did she work with a partner in art?

Allison’s Solution
9
9 out of 20 is . I wrote 9 out of 20 as a fraction.
20
9 Then I needed to divide it into 3 equal parts.
 ÷ 3
20
3
 are in each group. I used a grid. I chose a grid with 20 squares to
20
represent 20ths. I made sure my grid had at
9 9÷3
 ÷ 3 =  least 3 rows so I could put the 9 counters into
20 20
3 3 separate rows.
= 
20 I figured out the fraction in each row.

NEL Fraction Operations 69

 Example 2 Relating dividing and multiplying

Allison had art class on 9 out of the 20 school days last month.
She worked with a partner about 1 of the time. For what fraction
3
of the school days last month did she work with a partner in art?

Nikita’s Solution
9 1 9
 ÷ 3 =  x  I wanted 1 of 9 out of 20.
20 3 20 3
1x9 I wrote 9 out of 20 as 9.
=  20
1 1
3 x 20 I multiplied by  since  of something is the same as 1 times that thing.
9 3 3 3
= 
60
9÷3
= 
60 ÷ 3
3 After I wrote the fraction in lowest terms, to 3, I realized I could have
=  20
20 just divided the numerator 9 by 3 and left the denominator as twentieths.

Example 3 Using a fraction strip model

Divide 2 by 4.
3

Preston’s Solution
I used fraction strips to represent 2.
3
I needed to find strips that were the right length so that
four sections made up the 2.
2 1 3
 ÷ 4 = 
3 6 I realized each strip had to be half of 1, which is 1.
3 6

A Checking
1. Two-thirds of a room still has to be tiled. Three workers are
going to share the job. What fraction of the room will each
worker tile if they all work at the same rate?

70 Chapter 2 NEL
 6
2. a) Divide  by 3 using a grid and counters. Sketch your work.
7
5
b) Divide  by 3 using a model. Sketch your work.
7
c) Why might your denominators for parts a) and b) be
different?
5
3. a) How can you solve   4 using multiplication of fractions?
6
b) Explain why this works.

B Practising
4. Divide. Use a model for at least two of your solutions and
show your work.
8 6 2
a)   4 c)   4 e)   5
9 9 3
2 3 7
b)   4 d)   6 f)   3
9 5 8
1
5. Which quotients are less than ? How do you know?
4
2 7 8
a)   3 b)   2 c)   3
3 8 9
5
6. Kevin used  of a can of paint to cover four walls. How much
6
of a can did he use for each wall?
1
7. Sheldon used  of his blue seed beads to make a Native regalia
6
breastplate. He wanted to use the same colour of beads to
make two pairs of moccasins. What fraction of the beads that
he originally had could he use for one moccasin?
4
8. a) Divide  by 5.
5
4
b) Rewrite  as a percent, and divide by 5.
5
c) Explain how you can use the calculation in part b) to
check your answer to part a).
2
9. a) Create a problem you might solve by dividing  by 4.
3
b) Solve your problem.
8 8 8
10. a) Why do the quotients for   2 ,   2, and   2 all
9 12 15
have the same numerator?
b) Why are the denominators different?
2 2 4 4
11. Aaron noticed that   5  ,   6  , and
3 35 5 56
3 3
  7  . What is the pattern he noticed? Is it always true?
5 57

NEL Fraction Operations 71

 2.7 Estimating Fraction Quotients

YOU WILL NEED

• Fraction Strips Tower Interpret and estimate the quotient of fractions less than 1.

LEARN ABOUT the Math

Participants The fraction of students in a school who participate in school

last year sports has increased from 1 to 2.
8 5

Is the fraction of participating students closer

Participants to double or closer to triple what it was?
this year

Example 1 Comparing fractions by multiplying

I used fraction strips to compare 3 and 2.

8 5

Brian’s Solution
1 2
2 x  =  Double 1 means 2 x 1.
8 8 8 8
2 2 I wanted to compare 2 to 2. When you compare two fractions
 <  since 8 > 5. 5 8
8 5 with the same numerator, the one with the lower denominator
is greater since the whole is divided into fewer parts.
1 3
3 x  =  Triple 1 means 3  1.
8 8 8 8

I compared 3 and 2 using fraction strips. They are pretty
8 5
close in size.

The new fraction is closer to triple 1.

8

72 Chapter 2 NEL
 Example 2 Fitting one fraction into the other fraction

I used fraction strips to visualize the quotient.

Preston’s Solution
To find out how 2 relates to 1, I need to see how many
5 8
times 1 fits into 2. That is dividing.
8 5
1
2 1
 is about triple . I can see that  fits into 2 almost 3 times.
8 5
5 8

Example 3 Comparing using equivalents

I used compatible numbers.

Nikita’s Solution
2 2x8
 =  I want to know, is 2 closer to twice 1 or to three times 1?
5 5x8 5 8 8
16 I wrote equivalent fractions with the same denominator.
= 
40 Then I used a fraction that was close to one of these and
1 1x5 where the numerators divided easily.
 = 
8 8x5
5
= 
40
16 15
 is close to .
40 40
5 15
Since 3 x  = ,
40 40
2 1
 is about triple .
5 8

Reflecting
A. Brian and Preston both used fraction strips. Why could Brian
solve by multiplying, but Preston solve by dividing?

B. Why did Nikita use equivalent fractions with the same

denominator?

NEL Fraction Operations 73

 WORK WITH the Math

Example 4 Estimating a fraction quotient

To win a recycling contest, the student council knew that at least 8 of the
9
students in the school had to participate. At one point, only 1 of the
4
students had signed up. How many more groups of that size had to sign
up to have a chance to win?

Solution A
To determine about how many groups of 1 are in 8,
4 9
estimate using a whole number of groups.

4 groups is 4.
4

8 3 groups is 3.
 is closer to 1 than 3. 4
9 4
1 To decide if 8 is closer to 1 or 3, use a model.
Almost 4 groups of  of the 9 4
4
students are needed for the school
to have a chance to win.

Solution B
8 1 8
    is close to 1.
9 4 9
is close to
1
1    4 There are 4 fourths in 1.
4

A Checking
5 1
1. How does the picture show that    is about 7?
9 12
2. Estimate the quotient as a whole number.
3 1 7 2 3 1
a)    b)    c)   
5 4 8 5 7 10

74 Chapter 2 NEL
 B Practising
5 1
3. How does the picture show that    is about 8?
6 10
2 8
4. Draw a picture to estimate about how many times  fits into .
5 9
5. Estimate each quotient as a whole number.
11 3 11 1 5 1
a)    c)    e)   
12 12 12 7 6 10
11 1 3 1 10 2
b)    d)    f)   
12 6 4 10 11 3
3
6. Amber needs  of a cupful of berries to make a Saskatoon
4
berry soup. She can find only a 1-cup measure. About how
3
many times will she have to fill the cup to have the right
amount of berries?

7 2 1
7. Why might you estimate    by dividing 1 by ?
8 7 4
8. List two fractions you can divide to get the quotient specified.
a) about 2 b) a bit more than 3
1 1
9. You divide a fraction less than  by a fraction less than . How
2 8
could the result be each of the following?
a) close to 4 b) close to 8 c) close to 20
3
10. Tom used 25 tiles to tile  of the floor. About how many tiles
8
does he need to finish the job? How do you know?
7 1
11. Describe a situation that can be answered by estimating   .
8 3
3 5
12. How do you know that    is less than 1?
4 6
7 2
13. a) Describe two different ways to estimate   .
8 11
b) Which way would you choose? Why?

NEL Fraction Operations 75

 2.8 Dividing Fractions by Measuring

YOU WILL NEED

• Fraction Strips Tower Divide fractions using models and using equivalent
fractions with a common denominator.

LEARN ABOUT the Math

Misa exercises for 3 of an hour several times a week.

4

How many times does Misa have to exercise if

she wants to exercise for a total of 4 h every
week?
A. Line up 4 whole fraction strips to show a total of 4 ones.

3
B. Line up enough  strips to fit along the four whole strips from
4
step A.

3
4
C. Divide each whole strip into 4 fourths.
3
D. How many times does the  strip fit along the 4 whole strips?
4
E. How many times does Misa have to exercise to achieve her
goal of 4 h?

76 Chapter 2 NEL
 Reflecting
3
F. Why does finding out how many  strips fit along the length
4
of 4 whole strips help you solve the problem?

G. How could you solve the problem using equivalent fractions

for 4 and 3, and then dividing the numerators?
4

WORK WITH the Math

Example 1 Using a model

Calculate 4  1.

5 3

Aaron’s Solution
To divide 4 by 1, I asked myself how many thirds are in 4.
5 3 5
1 4
Since   , the answer is more than 1. I lined up fraction
3 5
strips to estimate.

It looked as if a bit more than 2 thirds fit into 4.

5

I decided to use equivalent fractions. I chose fifteenths since

I was using thirds and fifths.

4 1 12 5
 ÷  =  ÷  I counted how many times 5 fits into 12.
5 3 15 15 15 15
12 I realized that the quotient was just 12  5. Once the
= 
5 denominators are equal, you only have to divide the
2 numerators.
= 2
5

NEL Fraction Operations 77

 Example 2 Using common denominators

Calculate 1  2.

3 5

Allison’s Solution
1 2 1x5 2x3
 ÷  =  ÷  To calculate 1  2, I wanted to find out how many times 2 fits into 1.
3 5 3x5 5x3 3 5 5 3
2 1
5 6
=  ÷  I cannot fit an entire  into , so the answer must be less than 1. But
5 3
15 15
5 I can fit most of 2 into 1, so the answer should be close to 1. I solved
=  5 3
6 the problem using a common denominator.

A common denominator for 1 and 2 is 3  5  15.

3 5
I divided the numerators to determine how many 6 are in 5. The
15 15
answer makes sense. It is less than 1, but close to 1.

Example 3 Dividing a mixed number by a fraction

There were 21 containers of orange juice in Jeff’s fridge. How many
2
glasses of juice can he pour if each glass uses about 1 of a container?
5

Misa’s Solution
1 (2 x 2) + 1
2 =  I needed to divide 21 by 1 to figure out how many glasses
2 2 2 5
Jeff can pour.
5
= 
2 I renamed 21 as an improper fraction.
2
5 1 25 2
 ÷  =  ÷  Then I divided by 1 using a common denominator of 2  5.
2 5 10 10 5
= 25 ÷ 2 I just had to divide the numerators.

1
= 12
2

78 Chapter 2 NEL
 A Checking
1. What division expression does this picture represent?
1
2. Draw a fraction strip model to show the number of times 
4
fits into 7.
8
3. Calculate.
5 3 1 2
a)    b) 2  
8 4 2 3
1
4. Craig needs to measure 3 cups. How many times must he fill
3
a 1 -cup measure?
2

B Practising
5. What division expression does each picture represent?
a)

b)

6. Calculate each quotient using equivalent fractions. Explain

your thinking for part d).
1 1 3
a) 5   c) 2  
3 2 8
3 5 3 5
b) 1   d)   
4 6 5 6
2
7. Frederika has written  of a page for her report in 1 h. About
5
how much time will she need to complete the entire report at
this rate?
1
8. Create and solve a problem that can be solved by dividing 
3
by 1.
10
1
9. Alana is cooking a turkey. It takes 4 h to cook. She checks it
2
every 20 min, or 1 of an hour.
3
a) How many times will she check the turkey before it is
cooked?
1 1
b) Why can you keep subtracting  from 4 to answer the
3 2
question?

NEL Fraction Operations 79

 3 1
10. How can you calculate    using equivalent fractions with a
5 2
common denominator?

11. Calculate. Write fractions in lowest terms.

1 4 4 3 1 5
a)    c)    e) 2  1
4 6 9 4 4 6
3 2 1 7 7 1
b)    d) 2  1 f) 1  2
5 3 3 8 9 3
1
12. Craig has only a -cup measuring cup. What operation would
3
you perform to answer each question?
a) How much flour could Craig measure by filling the cup
5 times?
b) How many times would Craig have to fill his measuring
cup to measure 23 cups of flour?
8
13. Does order matter when you divide fractions? For example, is
2
  1 the same as 1  2? Explain.
3 5 5 3
1
14. How do you know that dividing by  is the same as
6
multiplying by 6?
1
15. Teo made a video that was 2 h long. He made it by clipping
2
together sections that were each about 1 of an hour long.
3
a) What operation could you perform to decide about how
many sections Teo clipped together?
b) How do you know that the sections were not all exactly
1
 of an hour long?
3
5 2 1
16. How would you explain to someone why     2, no
a a 2
matter what the denominator is?

80 Chapter 2 NEL
 It Is Just Like Multiplying!
Did you know that you can divide fractions by dividing numerators and dividing
denominators?

I bet dividing is just like multiplying.

For example,
15 3 15  3
    
16 4 16  4
5
 
4
It is just like multiplying numerators and denominators to multiply fractions.
15 3 5
1. How do you know that    really is ?
16 4 4
9
2. How does using the equivalent fraction  help you use this “dividing
15
numerators/dividing denominators” method to calculate 3  1?
5 3
2 3
3. How could you use equivalent fractions to calculate    using this method?
3 4
4. Why do you think this method works?

5. When would you be most likely to use this method?

NEL Fraction Operations 81

 2.9 Dividing Fractions Using a
Related Multiplication

YOU WILL NEED

• Fraction Strips Tower Divide fractions using a related multiplication.

LEARN ABOUT the Math

Allison has 2 large cans of paint. Nikita has 7 of a large can of
8
paint. Each student is pouring paint into small cans that hold 1 as
3
much as the large ones.

on on ta
Allis Allis Niki

How many small cans of paint will each

student fill?

Example 1 Dividing a whole number by a fraction

To find out how many small cans I can fill, I divided 2 by 1.
3

Allison’s Solution
1
2 ÷  = 2 x 3 I needed to divide 2 by 1 to see how many 1-size cans would
3 3 3
=6 be filled by 2 large cans.

My 2 large cans of paint The small can is 1 the size, so each large can fills 3 small
3
will fill 6 small cans. ones. I double that for 2 large cans.

82 Chapter 2 NEL
 Example 2 Dividing a fraction by a fraction

Calculate 7  1.

8 3

Nikita’s Solution
1
1 ÷  = 3 I used a related multiplication to divide 7 by 1.
3 8 3
7 1 1
7 1 7 I needed to divide  by  to see how many -size
 ÷  =  x 3 8 3 3
8 3 8 7
cans fit into  of a large can.
21 8
= 
8 I realized it would have to be 7 as much as the
8
5 amount that 1 whole large can of paint fills. Since
= 2
8
1 large can fills 3 small ones, I multiplied 7 by 3.
8
7 5
My -full large can will fill 2 small cans. It makes sense that the answer is less than 3, but
8 8
close to it.

reciprocal Reflecting
1
A. Why did Allison and Nikita divide by  to solve the problem?
the fraction that results 3
from switching the 1
B. The result when Allison divided by  was twice as much as the
3
numerator and 1
reciprocal of . Why does that make sense?
denominator; for 3
2
example, 4 is the C. Suppose the small can had held  as much as the large can
5 3
reciprocal of 5
4
instead of only 1 as much. Why could Allison and Nikita have
3
multiplied both 2 and 7 by the reciprocal of 2?
8 3

NEL Fraction Operations 83

 WORK WITH the Math

Example 3 Dividing a mixed number by a fraction

Misa wants to pour 17 large cans of paint into small cans. Each small can
8
holds 3 as much paint as a large can. How many small cans will Misa fill?
5

Solution A: Using fraction strips to divide

Estimate: Estimate first.
3 1
 is about  It takes about 2 small cans to fill one large one.
5 2
17 is about 2 Since there are almost 2 large cans, Misa will need
8
There are 4 halves in 2. about 4 cans.

Number of small cans in 1 large can. Calculate next.

1  3  5, or 12 small cans
5 3 3 You can use fraction strips to see how many times
3
large can  fits into 1.
5
The fraction part is 2 since, even though it is 2 of
3 5
small can a can, it is 2 of a small can.
3
small can
2 7 Then figure out how many times 3 fits in 17 cans
1  1 5 8
3 8
5 15 by multiplying the number for 1 large can by 17.
    8
3 8
75 25 1
 , or , or 3
24 8 8
1
Misa will fill 3 small cans with paint.
8

Solution B: Using a common denominator

7 3 15 3
1      
8 5 8 5
15  5 38
   
85 58
75 24
   
40 40
75 3 1
 , or 3, or 3
24 24 8
Misa will fill 31 small cans with paint.
8

84 Chapter 2 NEL
 Solution C: Multiplying by the reciprocal
7 3 15 3
1      
8 5 8 5
15 5
   
8 3
75 3 1
 , or 3, or 3
24 24 8
Misa will fill 31 small cans with paint.
8

A Checking
1. Calculate.
3 1 7 1
a)    b)   
8 2 8 3
1 3
2. Lynnsie has 1 large cans of paint. Each small can holds 
2 5
as much paint as a large can. How many small cans can
Lynnsie fill?

B Practising
3. Calculate.
3 2 4 7 1 2
a)    c)    e)   
9 9 8 8 5 5
1 1 4 2 9 3
b)    d)    f)   
2 3 5 3 20 5
2
4. Rahul has  of a container of trail mix. He is filling snack
3
packs that each use about 1 of a container. How many snack
5
packs can Rahul make?
7 3 7
5. Why does it make sense that    is greater than ?
8 4 8
1
6. Which quotients are 1? How do you know?
4
5 1 3 3
a)    c)   
2 2 5 4
3 3
b)    d) 5  4
4 5
7. Estimate each quotient. Then express the mixed numbers as
improper fractions and calculate the exact quotient.
2 1 2 1 3 1
a) 6  3 b) 5  1 c) 8  2
5 2 3 4 4 3

NEL Fraction Operations 85

 8. Calculate.
9 3 11 3 1 3
a)    c)    e) 5  2
8 8 4 2 3 4
7 5 2 3 3 1
b)    d) 1   f) 6  2
3 6 3 7 5 3

9. a) Which quotients are greater than 1?

3 2 9 5 3 1
i)    ii)    iii)   
5 3 2 6 7 8
b) How could you have predicted the answers to part a)
without calculating the quotients?

10. Which quotients are greater than 2? Calculate these quotients

only.
5 1 1 4 8 3 7 1
a)    b) 3   c)    d)   
9 4 3 5 9 4 8 3
11. Choose two fractions where the quotient is less than the
product.

12. Printers print at different rates. How many pages does each
printer print each minute?
1
a) 20 pages in 1 min
2
b) 20 pages in 11 min
3
1 2
13. Miri filled 2 pitchers with  of the punch she made. How
2 3
many pitchers would she fill if she used all the punch she made?
1
14. Trevor takes 4 min to run once around his favourite route.
2
How many laps can he do in each time period?
a) 30 min b) 20 min c) 15 min

15. a) Calculate 0.45  0.3 using decimal division.

45 3
b) Calculate    using fraction division.
100 10
c) What do you notice?
1
16. A pattern block design is made up of the equivalent of 3 red
3
blocks. How many blue blocks could cover that design?

17. Describe a situation in which you might use each calculation.

9 2 2 2
a)    b) 1  2
8 3 5 3

86 Chapter 2 NEL
 YOU WILL NEED
• a pair of dice
2
Target 
3
In this game, you will roll a pair of dice twice to create two
fractions. Then you will add, subtract, multiply, or divide your
fractions to get an answer as close as possible to 2.
3
Number of players: 2, 3, or 4

How to Play
1. Each player rolls the pair of dice twice, then uses the four ■ ■
numbers as the numerators and denominators of two fractions.
■ ■
2. Each player can add, subtract, multiply, or divide the two fractions
to get an answer as close as possible to 2.
3
2
3. The player with the answer closest to  gets a point.
3
Both players get a point if there is a tie.

4. Keep playing until one player has 10 points.

Preston’s Turn
I rolled a 2 and a 6, then I rolled a 1 and a 4.

+ – x ÷
2 +1 4–1 1 x4 1 ÷2
4 6 6 2 2 6 6 4
= 6 + 2 = 4 – 3 = 4 = 1 x 4
12 12 6 6 12 6 2
= 8 = 1 = 1 = 4
12 6 3 12
= 2 = 1
3 3

2 1 2
I could use  +  to get exactly .
4 6 3

NEL Fraction Operations 87

2.10 Order of Operations

YOU WILL NEED

• Fractions and Operations Use the order of operations in calculations involving
Cards I fractions.
• Fractions and Operations
Cards II

LEARN ABOUT the Math

Allison and Preston are playing a math game called Target 1.

If I do the operations from If you use the rules for order of operations,
left to right, the value is 65. you will get a different answer.
120

Rules for Target 1

1. Pick three fraction (F) cards. 4. Rearrange the cards to get a value
as close as possible to 1.
2. Pick two operation (O) cards.
5. The closest value gets 1 point.
3. Put them in this order:
FOFOF 6. The first player to get 5 points wins.

88 Chapter 2 NEL
 How close to 1 can Allison get with her cards?
65
A. Show how Preston got .
120
B. What would Allison’s answer be if she were to use the rules for
the order of operations? Can she get any closer to 1 by
rearranging her cards?

Reflecting
C. How could you use brackets to get the same answer as Preston
in step A?

D. What is the correct order of operations for Allison’s original

calculation?

WORK WITH the Math

Example 1 Using the order of operations with fractions

3 5 (6 2 )
Calculate 7  4
5  1  1
4

Preston’s Solution

First I had to do 5  1 since it was in brackets.

7 4 5 1 1
3 5 6 2 4( )
 -  x  ÷  + 

7 4 10 1
6 2
I used the reciprocal to calculate 5  1  5  2 using
=  -  x  +  6 2 6 1
3 5 6 4 mental math.

You are supposed to do multiplications before additions.

( )
7 4 10 1
=  -  x  + 
3 5 6
7 40 1
4
I added brackets to show the multiplication I would do next.
=  -  + 
3 30 4

I rewrote the product 40 in lower terms. Then, I subtracted and

( )
7 4 1
=  -  + 
3 3 4
3 1
30
added from left to right.
=  +  I added brackets to show my thinking.
3 4
1
= 1
4

NEL Fraction Operations 89

 A Checking
1. Calculate using the rules for order of operations.
1
a) 3
    8
2
2
3
2
( )( )
b) 
 
3
1 1
6 6
2. Suppose that Nikita picked these cards in the game Target 1:

1 2 3


4 5 8

List three different ways that she could arrange the cards.
Then calculate the value for each arrangement.

B Practising
3. Calculate using the rules for order of operations.
3 1 2
a) 
  
4 2 3
d)
1
( 1 1
) (1 1
    
  
2 3 4 5 6 )
5 1
b)   5
3  
6 2
1
( 1 1 1
)
1
e)     
  
2 3 4 5 6
1 1 1 1 1 5 1 2 1
c)     
   f)       2

2 3 4 5 6 4 2 3 2
4. Suppose that Nikita picked these cards in Target 1:

1 4 2
 
2 5 9

a) List three values greater than 0 that she could calculate,

without using brackets, by placing the cards in different
positions.
b) Show another value she could calculate if she were allowed
to use brackets.

5. Which expressions have the same value?

2 5 3 1
a)     

3 7 6 2
2 5
(
3
c)     

3 7 6
1
2 )
2
b)  
3 (5 3 1
  

7 6 2) 2
d)  
3 (5 3 1
  

7 6 2 )

90 Chapter 2 NEL
 6. Calculate.
6 3 3 2
a)     

7 4 5 10 ( ) 3 4 1
d)   

7 5 4
5 1 1 4 2 4 1
b)   
 e) 
    
8 10 3 9 3 5 10
5 1 2
c) 
2  3  
4 2 3
8
(2 3 1 3
f)   
  
  4
9 5 7 3 5 )
7. a) Calculate each.
i)
2 1 4
( 1

    
3 4 5 10 )
2 1
4
4
5
1
ii) 
    
3 10 ( )
2
( 1
4
4
5
1
iii) 
    
3 10 )
b) How do your results in part a) show the importance of
using brackets in mathematical expressions?

8. What is the missing digit in the following equation?

5
■
3
4 ( 2
3
3
4
2
3 ) (
1

        
24 )
9. Use two pairs of brackets to make the following equation true.
1 1 3 2 3 1 1 3
2

        
  1
4 3 7 5 8 10 5 4
10. What values of a, b, and c will make the value of the
expression below greater than 11? Determine two sets of
2
possibilities using only proper fractions.
ab
cc

11. Which expressions have values less than 1?

1 3
(
a) 
1    
2 4 ) 1
2
7 1 3
(
c)   1    
8 4 16
1
8 )
7 1 2 1 1
b) 2     d) 2  

10 3 3 5 5
12. Create an expression involving fractions and operation signs
that results in a whole number only if the correct order of
operations is used.

13. How does knowing the order of operations help make sure
that you get the same answer to 2
1  1 as other students
3 3 12
in the class?

NEL Fraction Operations 91

2.11 Communicate about
Multiplication and Division

Describe situations involving multiplying and dividing

fractions and mixed numbers.

LEARN ABOUT the Math

Preston created a problem that could be solved using this

calculation: 3
2  31
3 2
1
A cookie recipe used 3 cups of sugar and 41 cups of flour. Preston
2 2
had only 3 cups of flour so he used 2 of 31 cups of sugar. Altogether,
3 2
how much flour and sugar did he use?

He was trying to explain why the problem was a correct one to use.

Preston’s Explanation Aaron’s Questions

The problem has an adding part and a multiplying part.

Why does the multiplying

The adding part has to be about combining things, and the have to be about taking part
multiplying part has to be about taking part of something. of something?

1 Why did you take 2 of 31

Since I needed 3 of something, I decided to use cups in a recipe.
2 3 2
instead of 31 of 2
?
2 1 2 3
I decided the problem would involve taking of the 3 and
3 2
adding it to the 3 that was already there.
Why did 3 already have to
be there?
1
The 3 also had to be cups. I made the recipe start with 4 cups
2
2 1
of flour, because I know 3 is of 4 .
3 2

92 Chapter 2 NEL
 How can you improve Preston’s explanation?

A. How can you respond to Aaron’s questions to improve

Preston’s explanation?
Communication
Checklist B. What other questions could Aaron have asked?
✔ Did you explain
each step? Reflecting
C. Which parts of the Communication Checklist did Preston
✔ Did you justify your
conclusions? cover well? Which parts did Aaron cover in his questions?

✔ Did you use models to D. How would you modify Preston’s explanation to explain why
make your thinking clear? his problem is appropriate?

WORK WITH the Math

Example 1 Describing a situation for dividing fractions

Create a problem that requires division of 11 by 4.

2 5
a) Explain why the problem requires that division.
b) Explain how and why the problem could also be solved using multiplication.

Misa’s Solution
a) Jeff’s mom was installing new baseboards in a I know that one meaning of division is
room. She had a lot of strips of wood. Most how many of one thing fit into another.
were one length, and there were a few shorter I decided to use that meaning.
ones that were 4 of that length. I picked a problem about strips of wood.
5
She had to fill a space that required 11 of the I made sure one strip was 4 as long as a
2 5
longer strips. If she decided to use the shorter certain distance and the other strip was
strips, how many of them would she need? 11 times as long as that same distance.
2

1 4 3 4 I know that one way to solve a division

b) 1 ÷  =  ÷ 
2 5 2 5 question involving fractions is to multiply
3 5 by the reciprocal. So to solve the problem
=  x 
2 4 I created, I could use multiplication of
15 fractions.
= 
8

NEL Fraction Operations 93

 A Checking
2 8
1. a) Create a problem that requires multiplying    and
3 9
solve it.
b) Explain why multiplying these numbers is appropriate for
the problem.
c) How do you know your answer is reasonable?

B Practising
3 2
2. Use words and these grids to explain why  of  is the same as
2 5 3
 of 3.
3 5

3
3. a) Create a problem that requires calculating   4 as well as
5
a multiplication by 3.
b) Explain why a different computation could solve that
problem.
2
4. Explain why you can calculate 2   using each method below.
3
Use the Communication Checklist and the picture.

a) Divide equivalent fractions with the same denominator.

b) Multiply 2 by 3 and then divide by 2.

5. Complete Diane’s explanation for calculating 1.2  3.55.

2 1 1
1.2 is 1 . This is the same as 1 . So I need 3.55 and another of 3.55.
10 5 5

94 Chapter 2 NEL
 6. How can you use fraction multiplication to explain why
4.2  0.2  0.84?
3 3
7. a) Why can you calculate 60% of 1.5 by multiplying   ?
5 2
b) Do you think this is the easiest way to calculate the
percent? Explain.

8. Fabienne said that she now understands why she needs to

multiply the numerator and denominator of a fraction by the
same amount to get an equivalent fraction. Explain her
reasoning, shown below.
3 3
 x 1 = 
5 5
2
1 = 
2
3 2 3
 x  = 
5 2 5
3x2 3
 = 
5x2 5

9. Robin said that, when he multiplies or divides mixed numbers,

he usually uses decimal equivalents instead because it is easier.
Do you agree or disagree? Explain using examples.

10. Explain how multiplying fractions is like multiplying whole

numbers and how it is different.
1 1
11. Explain how you know that 3  6 must be greater than 21
2 3
before you do the calculation.
15 5 15 5
12. Explain why    is half of   .
16 8 16 16

NEL Fraction Operations 95

Chapter 2 Chapter Self-Test

2 8
1. Draw a model to show that 4    .
3 3
2. Use fraction strips to model each.
2 1 1 6 1 4
a)  of  is ■. b)  of  is ■. c) 1 of  is ■.
3 4 2 9 5 7
5
3. Explain why multiplying a fraction by  results in a value that
6
is less than the original fraction.

4. Calculate.
3 5 2 5 3 1 5 3
a)    b)    c)    d)   
5 8 6 6 7 6 8 7
2 1
5. Show two ways to calculate 1  2.
3 4
6. Calculate.
3 1 2 3
a)   5 c) 1  1
5 2 5 4
7 3 2 1
b)   6 d)   5
10 4 9 3
3 5 1
7. a) Draw a picture to show that    is 1.
4 8 5
3 5 1
b) Use a multiplication equation to show that     1.
4 8 5
8. Calculate.
4 2 5 1 1 5 1 1
a)    b)    c)    d) 3  1
5 5 8 5 5 8 2 4
9. Calculate.
2 1 5
a)       2
3 4 6

(
2
3
1
4 ) (
5
b)       2
6 )
2
(
1
4
9
12
5
2 ) 5
c)   
      5
3 6

What Do You Think Now?

Revisit What Do You Think? on page 45. How have your answers
and explanations changed?

96 Chapter 2 NEL
Chapter 2 Chapter Review

Frequently Asked Questions

Q: How can you divide a fraction by a whole number?
4
A1: You can think of it as sharing. For example,   3 tells
5
you the share size if 3 people share 4 of something.
5
A2: You can use a model.
4 4
  3  
5 15
A3: You can multiply by a fraction.
4 4 1
  3    
5 5 3
4
 
15
A4: You can divide using an equivalent fraction where the
numerator is a multiple of the whole number.
4 12
  3    3
5 15
4
 
15

Q: How can you divide two fractions?

A1: You can determine the number of times the divisor fits into
the dividend using fraction strips and a common
denominator.
2 4 6 4
      
3 9 9 9
64
2 1
 1 or 1
4 2

NEL Fraction Operations 97

 A2: You can multiply by the reciprocal. For example,
2 4 2 9
      
3 9 3 4
18
 
12
6 1
 1 or 1
12 2

Q: In what order do you perform a series of fraction calculations?

A: Use the rules for the order of operations:

Perform the operations in brackets first.
Next, divide and multiply from left to right.
Then, add and subtract from left to right.
Then, convert the final answer to a mixed number.
For example,
3 2 1 3 2
      

2 5 5 10 3
3
(2 1
)
       

2 5 5
3
10
2
3
3 3 2
   2  

2 10 3
3
( 3
   2  

2 10 ) 2
3
3 6 2
   

2 10 3

(3 6
)
   

2 10
2
3

(15 6
   

10 10 ) 2
3
9 2
 

10 3
27 20
 

30 30
47 17
 , or 1
30 30

98 Chapter 2 NEL
 Practice
Lesson 2.1
5
1. Draw a model to represent 3  .
6
2. Calculate each. Express the answer as a whole or mixed number.
4 3 2 2
a) 8   b) 6   c) 9   d) 12  
5 5 7 3
Lesson 2.2
3. What is the value of each expression?
1 1 3 8 2 6 4 1
a)  of  b)  of  c)  of  d)  of 
5 2 8 9 3 8 6 2
4. What is the missing fraction in each sentence?
2 2 4 1
a)  is  of ■ b) ■ of  is 
5 3 9 3

Lesson 2.3
5. Sketch a model for this calculation.
3 2 6
      
4 5 20
6. Calculate.
2 2 3 2 5 2 1 5
a)    b)    c)    d)   
9 7 7 5 8 3 5 7
2
7. About  of the students in Andee’s school come by bus. About
3
1
of these students are on the bus for more than an hour and a
3
half each day. What fraction of the students in Andee’s school
are on the bus for more than an hour and a half each day?

Lesson 2.4
1
8. Which products are closer to  than either 0 or 1?
2
3 5 1 7 3 8 3 2
a)    b)    c)    d)   
4 6 6 8 9 9 5 3
Lesson 2.5
3 1
9. Draw two models to represent 1  2.
4 5
10. Calculate. Express the answer as an improper fraction.
1 3 1 2
a) 2   b) 3  2
3 5 4 5
1
11. The supermarket has 2 times as many employees just before
2
dinnertime as in the late morning. There are 18 employees in
the late morning. How many employees are there just before
dinnertime?

NEL Fraction Operations 99

 Lesson 2.6
6 2
12. Draw a diagram to show that   3  .
8 8
13. Calculate.
9 9 4
a)   3 b)   2 c)   6
10 10 5
■
14. Explain why   3 is a fraction that can be written with a
2
denominator of 6.

Lesson 2.7
15. Which quotients are between 4 and 6?
9 1 9 1 1 3
a)    b)    c) 3  
10 5 10 8 2 4
7 6
16. What fractions might you use to estimate   ?
16 20
Lesson 2.8
5 1 1
17. Sketch a model to show     2.
6 3 2
4 3
18. Explain how you know that    has the same quotient as
4 3 6 6
  .
5 5
19. Calculate.
5 1 5 1 5 1 3 2
a)    b)    c)    d)   
6 6 8 4 6 4 8 9
20. What fraction calculation can you use to determine the
number of quarters in $4.50?

Lesson 2.9
2 3
21. Pia used  of her sugar to make  of a batch of cookies. How
3 4
much of her sugar would she have needed to make a whole
batch?

Lesson 2.10
22. Which expression has the greater value? How do you know?
4 2
A.       
5 3
1
5
5
8
4
( 2
B.       
5 3
1
5 ) 5
8

23. Where can you place brackets to make this equation true?
2 1 1
3  
    12
3 3 4
Lesson 2.11
24. Use fractions to explain why 4.5  0.5 equals 2.25.

100 Chapter 2 NEL

Chapter 2 Chapter Task

Task Checklist Computer Gizmos

✔ Did you use appropriate
Brian likes to write mini-applications for his computer. One
strategies to compare
application automatically displays a bar to show what fraction of
file sizes?
a megabyte of memory a file is using at any point in time.
✔ Did you use appropriate
operations to compare
file sizes?
Megabyte Minder
✔ Did you use visuals,
File name Memory (in MB)
words, and symbols to
1
explain your thinking? Science project 
3
7
✔ Did you explain your Journal 
8
thinking clearly? 2
Short story 
5
5
Book report 
6

How can you describe how the sizes of Brian’s

files compare?
A. Which of Brian’s files have room to be doubled before they
reach the 1 MB mark? How do you know?

B. Compare the science project file to all the others by indicating

what fraction of the larger file it is.

C. Compare the journal file to all the others by indicating what

fraction of the smaller file it is.

D. How much memory is still available for the book report file
compared to the science project file? Why is there more than
one way to answer this question?

E. What other fraction comparisons related to these files can you

make? Calculate the comparisons.

NEL Fraction Operations 101