A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to her friends house she stopped. 

We know that her friend lives  of a mile away from her so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).  

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of".  of the way to his friends house he stopped. 

We know that his friend lives  of a mile away from him so we can set up our multiplication problem. 

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

We make the area model  by  because those are the denominators of our fractions. We shade up  and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).