Students practice creating equivalent fractions by multiplying the numerator and denominator (for example, converting 2/3 to 10/15 by multiplying both parts by 5). Jess's Steps ask students to list multiples of denominators and then create equivalent fractions (e.g., converting 3/5 to 9/15). Several activities require students to choose a common denominator and multiply numerators to compare fractions.

Students repeatedly decompose fractions into sums of unit fractions (Skills list and Activities instruct students to represent a/b as a sum of 1/b and to decompose fractions into unit-fraction sums). Day 2 Activity 3 has students show 1/2 in multiple ways (e.g., three 1/6, four 1/8, five 1/10), which has students form a given fraction from multiple unit-fraction copies. Activity 4 asks students to represent 1 2/3 using different numbers of strips (e.g., whole + two 1/3 strips and whole + four 1/6 strips), showing that a composite fraction can be represented as multiple unit fractions.

Students repeatedly write fractions as sums of unit fractions (e.g., 4/6 = 1/6+1/6+1/6+1/6; 2/5 = 1/5+1/5) and create equations using unit fractions. Students use repeated addition of like denominators (examples: 1/3+1/3+1/3; 1/3+2/3) and practice adding repeated fractions on worksheets and with an interactive tool. Visual models and a number line are used to show increments of 1/b (the number line divided into sixths with a dot at 3/6 and an arrow to 4/6).

Students draw circles and place unit fraction strips (e.g., four 1/5 strips) to model 4 × 1/5 and write repeated-addition sentences (1/5 + 1/5 + 1/5 + 1/5 = 4/5). They complete worksheets with many unit-fraction problems (6 × 1/9, 3 × 1/5, etc.) and are shown visual examples and answers. The lesson presents non-unit examples written as repeated addition (2 × 2/5 = 2/5 + 2/5 = 4/5; 5 × 2/3 = 10/3) and the materials explicitly display and discuss equivalences such as 3 × 2/5 = 6 × 1/5 and the rule "multiply the numerator; leave the denominator the same."

Students are asked to multiply fractions by whole numbers in multiple problems (e.g., 5 batches × 2/3 → 3 1/3; 9 batches × 1/8 → 9/8; 8 pizzas × 3/4 → 24/4 = 6). Students are prompted to use repeated addition or multiplication and to draw pictures or use number lines to solve problems, and several activities explicitly instruct students to "draw a picture and write an equation." The whiteboard prompts tell students to note that the denominator remains the same when multiplying a fraction by a whole number.

Students solve multiple practice problems that multiply a fraction by a whole number (e.g., 3 x 1/2, 5 x 1/5, 3 x 4/12, 2 x 2/5, 7 x 1/7). Students solve word problems that require multiplying a fraction by a whole number (e.g., Jason uses 3/4 teaspoon per batch; for 7 batches students compute 3/4 x 7 = 21/4). Students are asked to write equations and answers for these products on the Unit Review and Unit Test activity pages.

Students are instructed to create at least three problems that multiply a fraction by a whole number on the "BINGO Problems" sheet, and they must write those problems onto the BINGO game cards to match the provided fraction answers. During gameplay, students read fractions from the BINGO Caller Cards and locate the matching problems (including multiplication-by-a-whole-number problems) on their cards. The instructions also ask students to teach other players about the required skills, explicitly listing "multiplying a fraction by a whole number."

Students complete fraction problems in the Basic Skills Review, including computing 2 × 2/3 = 1 1/3 and other fraction addition/subtraction items. The materials also ask students to check division answers using multiplication, reinforcing the relationship between multiplication and division.

Students complete a problem that multiplies a whole number by a fraction on the Basic Skills Review (#19): "Solve and simplify: 2 x 4/10 = ___" with the answer given as 4/5. The lesson includes several activities where students convert and manipulate fractions (e.g., converting 4/10 to 40/100 and other equivalence exercises) that provide practice with fraction numerators and denominators relevant to performing arithmetic with fractions.

Students use grids to represent tenths and hundredths and shade portions such as 3/10, 8/10, 41/100, and 95/100, showing that each small square equals 1/100. Students place and identify decimals on number lines (tenths and hundredths), connecting decimals to unit fractions (e.g., 0.1 = 1/10, 0.01 = 1/100). Students complete a Basic Skills problem that asks them to compute 3 × 2/10 = 3/5, which requires multiplying a whole number by a fraction and simplifying the result.

Students complete a Basic Skills Review (#21) that includes problem 7: 4 × (2/12) with an answer key showing the work and simplification to 2/3. The review sheet also contains other fraction problems (addition, conversions) and multiplication/division problems that provide practice multiplying whole numbers and fractions in numeric form.

Students convert fractional pounds to ounces in the matching exercise (for example, matching 1/2 pound with 8 ounces and 1/4 pound with 4 ounces), and they convert mixed-pound-and-ounce measures (for example, 2 pounds 5 ounces to 37 ounces). The activity pages and tables provide the unit relation 16 ounces = 1 pound and ask students to multiply or divide to change between units (e.g., pounds to ounces: multiply). The tasks require students to compute whole-number multiples of a fractional number of pounds when converting to ounces.

Students draw models and count groups to find totals (for example, drawing eight fluid-ounce circles and two tablespoons in each, then multiplying 8 × 2 = 16). The activities require converting half units (e.g., 1/2 pint = 1 cup; 1/2 L = 500 mL) and completing conversion charts that use multiplication and division between units (e.g., 10 pints = 20 cups). Several problems ask students to compute totals by multiplying a whole number by a unit amount (e.g., converting multiple pints to cups or quarts to gallons).

Students compute totals that require multiplying a fractional measurement by a whole number, for example finding the total length of insects measuring 1.5 cm (answer 7.5 cm) and finding the total weight of rabbits that weigh 2 1/4 pounds (answer 6 3/4 pounds). Several activities require using line plots with fractional marks (1/4, 1/2, 3/4, etc.) and counting Xs to compute totals or totals-by-group, which involves multiplying a fractional value by a whole-number count. The student pages and answer keys show explicit item prompts and solutions that use multiplication of a fraction by a whole number to get a total.

Students solve recipe problems that require combining and scaling fractional amounts (e.g., computing total cups for cereal mix: 9 1/6 cups and finding differences like 5/6 cup). The lasagna "Think About It" prompt asks students to make 2 lasagnas, which requires multiplying ingredient amounts by the whole number 2. Several tasks require converting and adding fractional measurements (e.g., converting pounds and ounces, teaspoons to tablespoons) so students perform arithmetic with fractions and whole-number multipliers.

Students are asked to write equations that make up a given fraction (Activity 1 Equation Writing), for example producing 1/5+1/5+1/5+1/5, 2/5+2/5, or 1/5+3/5 for 4/5. The activity explicitly has students create addition problems that sum to a target fraction, which requires them to decompose fractions into sums of unit fractions or like-fraction parts. The provided example ties a fraction to repeated-addition representations that correspond to multiples of 1/b (e.g., 4/5 as four copies of 1/5).