Portfolio #19

Math 107
Area Model

The area model accurately explains the process behind multiplying fractions.
Once understood, this method can allow you to grasp the actual concept of what is
being done using standard algorithms.
Example Problem: 2/3 x 3/4
When using the area method of multiplying fractions, we take the
denominators and create a grid. The denominators become to the dimensions of the
grid. In this case, our denominators are 3 and 4. So, we start by making a grid that
is 3 units down by 4 units across. Like so:

Now that we have our base grid, we can count the squares and determine the
common denominator. In this case, we are left with 12 squares, so our new
common denominator is 12. Now, we can take the numerators, and again,
overlapping and shading, make a new grid. In this case we have 2 from 2/3 and 3
from 3/4 so we would make an overlapping grid of 2x3 and shade it in.

Now that we have the new grid shaded, we can see that 6 of the 12 squares are
shaded. Our answer is 6/12. We can leave it as such, or, if instructed, we can

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Math 107
simplify to . However, leaving it in full context allows students to better connect
why 6/12 IS the SAME AS . They can visually see that 6 of 12 squares are
shaded, as well as see that of the total square, half of it is shaded.
In the standard algorithm, we can see that the answers we get are the same. The
standard algorithm states that we simply multiply straight across. If this is true then
the numerators (2x3)= 6 and the denominators (3 x 4)=12, which gives us 6/12 and
that IS the correct answer. Multiplying using grid units is a simple way to explain
WHY 3x4 is 12, and why 2x3 is 6. It allows a student to visually UNDERSTAND
what is being done.

Now, when using improper fractions, we continue using the same steps, however,
we need to expand past the borders of the original grid in order to answer the
question.
Example #2:

5/3 x 3/2

If we have a problem such as 5/3 x 3/2, we would still start out by creating a grid
that is 3 by 2 (the denominators), and overlap with a grid that is 5x3 (the
numerators). The only difference is that we need to keep in mind that the common
denominator will ONLY be the number of squares from the ORIGINAL grid, and
that the numerator will be the number of shaded squares period. Shaded squares
over the Original number in the denominator grid.
So, again, we start by making a grid based on only the denominators. This grid
would be 3 (from 5/3) by 2 (from 3/2).

ORIGINAL GRID= NEW COMMON DENOMINATOR

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Math 107

The original grid has 6 squares total, so our new common

denominator is 6.
NOW, we must make an overlapping grid using the numerators. Our new grid must
be 5 down (from 5/3) by 3 (from 3/2)

= 15 shaded squares total

When overlapping the grid, I use perforated lines to show that the squares that are
bordered with perforation should NOT be counted toward the base denominator

Portfolio #19
Math 107
number. Our denominator is always the number of squares from the ORIGINAL
GRID ONLY.
However, when finding the numerator, we must add up ALL shaded squares, even
those which go past the original grid boundaries. This is how we end up with an
improper fraction for an answer.
If our denominator is 6 ( from the original grid ), and we have 15 shaded squares
(from the overlapping numerator grid ), our answer would be 15/6. We can then
change it to a mixed fraction OR leave it to demonstrate the process behind
multiplying improper fractions.