Find the Area of a Rectangle with Fractional Side Lengths by Tiling: CCSS.Math.Content.5.NF.B.4b - 5th Grade Math
Card 0 of 100
A rectangular yard measures 
. Which of the following statements is TRUE?
A rectangular yard measures
No explanation available
No explanation available
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of 
of an inch and a width of of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above
By tiling a rectangle with unit squares, find the area of a rectangle with a length of of an inch and a width of 
of an inch.
By tiling a rectangle with unit squares, find the area of a rectangle with a length of
To set up a tiled area model to 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).
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
To set up a tiled area model to 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
Notice that we could have multiplied the numerators of our fractions and the denominators of our fraction to find our answer.
Compare your answer with the correct one above