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Grade 5 · Mathematics · “Multiplying fractions”

Generated by Studio from a one-line brief and published unedited - nothing in it was rewritten by hand.

Multiplying Fractions — Grade 5 Practice

Multiply the fractions. Show your work and write each answer in simplest form. For word problems, include the multiplication expression and the simplified result.

Worked example

1/2 × 3/4 = ___

Step 1: Multiply the numerators: 1 × 3 = 3.

Step 2: Multiply the denominators: 2 × 4 = 8.

Step 3: Simplify 3/8. It is already in simplest form. Answer: 3/8.

Part 1: Multiply proper fractions

  1. 1.1/3 × 1/2 = ___
  2. 2.2/5 × 3/4 = ___
  3. 3.4/7 × 2/3 = ___
  4. 4.5/6 × 3/5 = ___
  5. 5.7/8 × 4/9 = ___
  6. 6.3/10 × 5/6 = ___

Part 2: Multiply mixed numbers (convert to improper fractions)

  1. 7.1 1/2 × 2 = ___
  2. 8.2 1/3 × 3/4 = ___
  3. 9.3 1/4 × 1 1/2 = ___
  4. 10.4 × 2 2/5 = ___
  5. 11.1 2/3 × 2 1/4 = ___

Part 3: Word problems — set up and multiply

  1. 12.A recipe calls for 3/4 cup of sugar. You make half of the recipe. How much sugar do you use? Show the multiplication and the simplified answer.
  2. 13.Lina walked 2/3 of a kilometer each day for 3 days. What part of a kilometer did she walk in total? (Multiply the fraction by 3 and give a simplified answer.)
  3. 14.A ribbon is 5/6 meter long. You cut 1/3 of the ribbon off. How much ribbon did you cut? Show the multiplication and simplified result.
  4. 15.A classroom has 24 students. If 2/3 of students bring a pencil and each brings 1/2 of a packet of erasers, how many packets of erasers are used? (Multiply fractions and then apply to 24; give a simplified number.)
  5. 16.Sam paints 3/4 of a fence in one hour. How much fence will he paint in 2 1/2 hours at the same rate? Show multiplication and give the simplified answer as a mixed number or simplified improper fraction.
  6. 17.A gardener uses 7/10 of a bag of soil for one raised bed. She plants 4 beds. How many bags does she need? Show multiplication and simplify the answer (as a mixed number if needed).

Answer key

Every answer carries the working, and the likely mistake where the question has one.

1.

1/6

  1. Multiply numerators: 1 × 1 = 1.
  2. Multiply denominators: 3 × 2 = 6.
  3. Simplify 1/6 (already simplest).

Common mistake: Students sometimes add numerators and denominators, giving 2/5 instead of 1/6.

2.

3/10

  1. Multiply numerators: 2 × 3 = 6.
  2. Multiply denominators: 5 × 4 = 20.
  3. Simplify 6/20 by dividing top and bottom by 2: 6/20 = 3/10.

Common mistake: Students often multiply denominators but forget to simplify, leaving 6/20 instead of 3/10.

3.

8/21

  1. Multiply numerators: 4 × 2 = 8.
  2. Multiply denominators: 7 × 3 = 21.
  3. 8/21 is already in simplest form.

Common mistake: Students sometimes cancel incorrectly across non-common factors and produce 2/9 instead of 8/21.

4.

1/2

  1. Multiply numerators: 5 × 3 = 15.
  2. Multiply denominators: 6 × 5 = 30.
  3. Simplify 15/30 by dividing by 15: 15/30 = 1/2.

Common mistake: Students sometimes cancel 5 with 6 incorrectly to get 3/6 = 1/2 or directly write 3/6 instead of simplifying correctly to 1/2.

5.

7/18

  1. Multiply numerators: 7 × 4 = 28.
  2. Multiply denominators: 8 × 9 = 72.
  3. Simplify 28/72 by dividing numerator and denominator by 4: 28/72 = 7/18.

Common mistake: Students might cancel 4 with 72 incorrectly to get 7/9 instead of 7/18.

6.

1/4

  1. Multiply numerators: 3 × 5 = 15.
  2. Multiply denominators: 10 × 6 = 60.
  3. Simplify 15/60 by dividing by 15: 15/60 = 1/4.

Common mistake: Students sometimes cancel 3 with 6 then forget to reduce fully and write 1/20 instead of 1/4.

7.

3

  1. Convert mixed number to improper fraction: 1 1/2 = (1×2 +1)/2 = 3/2.
  2. Write 2 as fraction 2/1 and multiply: 3/2 × 2/1 = 6/2.
  3. Simplify 6/2 = 3.

Common mistake: Students sometimes multiply 1 1/2 × 2 by just doubling 1 1/2 incorrectly to get 2 3/4 instead of 3.

8.

7/4

  1. Convert 2 1/3 to an improper fraction: 2 1/3 = 7/3.
  2. Multiply: (7/3) × (3/4) = 21/12.
  3. Simplify 21/12 by dividing numerator and denominator by 3: 21/12 = 7/4.

Common mistake: Students sometimes multiply 2 1/3 × 3/4 by only multiplying the whole numbers 2×3 and forgetting the fractional part, giving 6 instead of 7/4.

9.

39/8

  1. Convert both to improper fractions: 3 1/4 = (3×4+1)/4 = 13/4; 1 1/2 = 3/2.
  2. Multiply: 13/4 × 3/2 = 39/8.
  3. 39/8 is simplified; as a mixed number it is 4 7/8, but answer kept as simplest improper fraction 39/8.

Common mistake: Students sometimes multiply the whole numbers and the fractions separately (3×1 and 1/4×1/2) then add results, producing the wrong value 3 1/8 instead of 39/8.

10.

48/5

  1. Convert 2 2/5 to improper fraction: (2×5+2)/5 = 12/5.
  2. Multiply: 4 = 4/1 so 4/1 × 12/5 = 48/5.
  3. 48/5 is simplified; as mixed number it is 9 3/5, but answer given as simplest improper fraction 48/5.

Common mistake: Students sometimes multiply 4 by only the numerator 12 to get 48 then forget denominator, writing 48 instead of 48/5.

11.

15/4

  1. Convert to improper fractions: 1 2/3 = (1×3+2)/3 = 5/3; 2 1/4 = (2×4+1)/4 = 9/4.
  2. Multiply: 5/3 × 9/4 = 45/12.
  3. Simplify 45/12 by dividing numerator and denominator by 3: 45/12 = 15/4.

Common mistake: Students sometimes multiply whole numbers separately from fraction parts and add, giving 3 5/12 instead of 15/4.

12.

3/8 cup

  1. Set up the multiplication: 1/2 × 3/4.
  2. Multiply numerators: 1 × 3 = 3; denominators: 2 × 4 = 8.
  3. Simplify 3/8 (already simplest).

Common mistake: Students might subtract instead of multiply, giving 1/4 cup (3/4 − 1/2) instead of 3/8 cup.

13.

2

  1. Interpret 'each day for 3 days' as 3 × 2/3.
  2. Multiply: 3 × 2/3 = 6/3.
  3. Simplify 6/3 = 2 kilometers.

Common mistake: Students might multiply numerator and denominator by 3 incorrectly (2/3 × 3/3 = 6/9 = 2/3) instead of 2, giving 2/3 km.

14.

5/18 meter

  1. Set up multiplication: 1/3 × 5/6.
  2. Multiply numerators: 1 × 5 = 5; denominators: 3 × 6 = 18.
  3. Simplify 5/18 (already simplest).

Common mistake: Students might take 1/3 of the whole meter instead of of 5/6 and write 1/3 meter instead of 5/18 meter.

15.

8

  1. Find number of students who bring pencils: 2/3 × 24 = (2/3)×24 = 16 students.
  2. Each uses 1/2 packet: 16 × 1/2 = 8 packets.
  3. Answer: 8 packets.

Common mistake: Students might multiply 2/3 × 1/2 first (giving 1/3) then multiply 24 × 1/3 to get 8 and claim correct steps but forget to explain order; a more common mistake is multiplying 24 × 2/3 × 1/2 but computing incorrectly and getting 12.

16.

15/8

  1. Convert 2 1/2 to improper fraction: (2×2 +1)/2 = 5/2.
  2. Multiply rate by time: 3/4 × 5/2 = 15/8.
  3. 15/8 is simplified; as a mixed number it's 1 7/8.

Common mistake: Students sometimes multiply 3/4 × 2.5 but treat 2.5 as 5/4 and get 15/16 instead of correctly converting to 5/2 and getting 15/8.

17.

14/5

  1. Multiply: 4 × 7/10 = 28/10.
  2. Simplify 28/10 by dividing by 2: 28/10 = 14/5.
  3. As a mixed number, 14/5 = 2 4/5, but answer given as simplified improper fraction 14/5.

Common mistake: Students might multiply 7/10 × 4 and forget to simplify, leaving 28/10, or convert incorrectly and write 2 8/10 instead of simplified 2 4/5 (14/5).

Student copy (PDF)Answer key (PDF)

And this is what prints

The same resource as the PDF it downloads as - the colour, the frame and the layout an HTML version cannot show you.

  • Worksheet

    Grade 5 · Mathematics

    Still framed and rounded, but a tighter grid and more items to the page.

  • Answer key

    Grade 5 · Mathematics

    Every answer carries its working and the mistake students usually make.

Tap a page to read it full size, or use the buttons above for the whole file.

What is in every worksheet

A worked example before question one

The solved problem at the top of the sample. A student who was absent, or who has forgotten the method, has something to work from before they reach the first question - and it is the part teachers most often add by hand.

An answer key that shows the working

Every answer above carries the steps that lead to it, not just the result. That makes the key usable for marking, for handing to a substitute, or for giving to a student checking their own work.

The likely mistake, flagged

Where a question has a predictable wrong turn, the key names it - “students sometimes forget to simplify and leave 20/40”. It is the difference between knowing a student got it wrong and knowing why.

Two copies, one generation

A student copy to hand out and an answer key to mark from, both linked above. Same worksheet, printed two ways.

How it works

  1. 1

    Pick the grade and subject

    15 grade bands from Pre-K to higher education, across 14 subjects including English language arts, mathematics, science, social studies, world languages and career and technical education.

  2. 2

    Describe the topic

    A sentence is enough - the sample above came from “multiplying fractions” and nothing else. Add a standard, a length, or what your class has already covered, and the worksheet is written around them.

  3. 3

    Print it, or start from your own material

    Output is a branded PDF. You can also upload a PDF, paste a YouTube link or record a lesson and have the questions drawn from that instead, with a link back to the source.

Differentiation and accommodations

Set difficulty to mixed and a single worksheet becomes a progression: the first third scaffolded below grade level, the middle third on grade level, the last third at challenge level - all assessing the same skill, so the class is still doing one lesson. For a mixed-ability class that needs three different papers, the tiered worksheet packet generates three coordinated versions of the same skill at once. Separately from level, you can apply English language learner support, IEP and 504 support, or a read-aloud version: access and difficulty are different problems and are set independently.

Questions

Does the worksheet come with an answer key?
Yes, and you can read the whole thing above. Each answer shows the two to four steps that lead to it rather than only the final value, and flags the common mistake where the question has one. The student copy and the answer key download as separate PDFs.
Can I make a worksheet from my own materials?
Yes. Upload a PDF, paste a YouTube link or record a lesson, and the questions are drawn from that content with a link back to the source, so anything you want to confirm is one click away.
Can I get different levels for the same class?
Two ways. Set difficulty to mixed for one worksheet that runs from scaffolded to challenge across its sections, or use the tiered worksheet packet for three separate versions of the same skill pitched at three levels - use that when you want to hand different students different papers.
How accurate are the answers?
Every generated worksheet goes through a second pass that re-works each item and corrects the key before you see it, so most come out ready to print. AI can make mistakes, so read it over before class - which is exactly why the full sample above is on this page instead of a screenshot of one.
Is it free?
Every account gets 2 free generations, with no card. Beyond that it is included with a TeacherVision subscription - the same subscription that unlocks TeacherVision's other resources, not a separate one. Almost everything costs one generation; a tiered worksheet packet is the exception, at one per tier.

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