Students draw circles and use fraction strips to represent products such as 4 × 1/5, 5 × 1/8, and 6 × 1/5 and write repeated addition sentences (e.g., 1/5+1/5+1/5+1/5 = 4/5). Activity sheets and answer keys show visual models (circles labeled with unit fractions) and equations for many problems (e.g., 6 × 1/9 = 6/9) and students convert improper fractions to mixed numbers (6/5 → 1 1/5). Activity 3 asks students to compute products and sort them into less than 1, equal to 1, or greater than 1, which has students compare fractional products to whole-number benchmarks. The Basic Skills Review includes a word problem where students find 1/4 of 20 (Daniel has 5 marbles), showing one instance of solving a contextual fraction×whole problem.

Students are asked to solve multiple cooking and real-world word problems that require multiplying a fraction by a whole number (e.g., Day 2 Activity 3: 5 batches × 2/3 cup = 3 1/3 cups; More Cooking problems: 9 batches × 1/8 tsp, 8 pizzas × 3/4 cup, triple 2/3 cup, etc.). Several tasks instruct students to draw a picture and write an equation to show their answer (Cooking With Fractions problems explicitly say "Draw a picture and write an equation"). Activity 4 and other pages include visual aids or ask students to use images/number lines to visualize problems (first three questions of More Word Problems have visual aids).

Students solve multiplication problems that multiply a fraction by a whole number (problems 18–22 ask for products such as 3 x 1/2 and 5 x 1/5). A real-world word problem requiring multiplication of a fraction by a whole number appears (Jason uses 3/4 teaspoon for 1 batch; students are asked how many teaspoons for 7 batches, with the answer shown as 3/4 x 7 = 21/4). The Unit Test instructions explicitly tell students to "Draw pictures and write equations to solve the problems," and the review directions ask students to "write an equation and the answer for each one," prompting use of equations and visual models.

Students are asked to apply multiplying a fraction by a whole number in the Skills list and in the project description. The "BINGO Problems" page explicitly instructs students to create at least three problems for the skill "Multiplying a fraction by a whole number," matching problems to given fraction answers. Step 6 instructs the child to teach other players the required skills (including multiplying a fraction by a whole number) and suggests using a whiteboard to explain them.

The Basic Skills Review includes the explicit computation "Solve and simplify: 2 x 4/10 = 4/5," and the answer key shows the correct product. The Student Activity Page for Basic Skills Review lists the multiplication problem 2 x 4/10, so students are asked to calculate a whole number multiplied by a fraction. The lesson also provides visual contexts (coins and a cake illustration) elsewhere, though not tied to a fraction-by-whole-number word problem.

Students compute a multiplication of a whole number and a fraction in the Basic Skills Review (3 × 2/10 = 3/5). Students use grid models to represent fractions and decimals (shade 3 of 10 squares to show 3/10 or 0.3; shade full grids plus 23 small squares to show 1 23/100 or 1.23). Students complete activities that convert shaded grids to fraction and decimal notation on the "Decimals and a Grid Model" page.

The Basic Skills Review #21 includes problem 7 asking students to "Solve and simplify: 4 × 2/12 = ?" and the answer key shows the result as 2/3. The lesson also includes other fraction practice (e.g., adding fractions and converting) that gives students routine exposure to fraction computation and simplification.

Students are asked to compute total measurements from line plots, for example: the Measurement Line Plot asks for the total length of all insects that measure 1 1/2 cm (answer given as 7.5 cm). The Creating a Line Plot activity asks for the total weight of the rabbits that weigh 2 1/4 pounds (answer given as 6 3/4 pounds). Several student pages require multiplying a fractional measurement by the count of Xs on a line plot to find a total.

Students work with mixed-number and fractional amounts in time-conversion problems (for example, converting 1 1/2 hours to seconds with answer 5400 and 1.5 days = 36 hours). Several problems require multiplying a fractional or mixed-number amount by a whole conversion factor (e.g., 1.5 × 24 to get hours, or 1.5 × 3600 to get seconds). The Converting More Time sheet and its answer key show students carrying out these multiplications to solve worded conversion tasks.

Students are asked to scale a recipe in the Lasagna activity: the "Think About It! If you needed to make 2 lasagnas, how many cups of marinara sauce and ricotta cheese would you need?" prompt requires multiplying ingredient amounts by the whole number 2. Several recipe items are given with fractional or mixed-number quantities (for example, ricotta 15 fl oz, mozzarella 1 1/2 lb, bagel chips 2/3 cup), so students must work with those fractional amounts when answering other questions and when doubling ingredients. The Working With Recipes and Cereal Mix tasks require students to convert and combine fractional measurements (adding and comparing fractional amounts) in context of word problems.