Lesson 11
Fractional Side Lengths Greater Than 1
Lesson Purpose
Lesson Narrative
In previous lessons, students multiplied fractions by whole numbers and found the area of rectangles with one fractional side length when the fraction was less than 1. They used visual representations to support their reasoning. For example, students use this picture to explain why \(\frac{2}{3} \times 4 = (2 \times 4) \times \frac{1}{3}\).
In this lesson, students apply these strategies to find the area of a rectangle with a fractional side length greater than 1.
Using an area diagram like this, the same reasoning shows that \(\frac{5}{3} \times 4 = (5 \times 4) \times \frac{1}{3}\).
 Engagement
 MLR8
Activity 1: Greater Than One
Learning Goals
Teacher Facing
 Find the area of a rectangle with one fractional side length greater than 1 in a way that makes sense to them.
 Represent the area of a rectangle with a multiplication expression.
Student Facing
 Let’s find the area of more rectangles.
Required Preparation
CCSS Standards
Addressing
Lesson Timeline
Warmup  10 min 
Activity 1  20 min 
Activity 2  15 min 
Lesson Synthesis  10 min 
Cooldown  5 min 
Teacher Reflection Questions
 Why is it important for students to be able to write and interpret different expressions to represent and find the area of rectangles with fractional side lengths?
Suggested Centers
 How Close? (1–5), Stage 7: Multiply Fractions and Whole Numbers to 5 (Addressing)
 How Close? (1–5), Stage 6: Multiply to 3,000 (Supporting)
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