In previous lessons students represented products of unit fractions with diagrams and expressions. In this lesson students connect the diagrams and expressions, using the structure of the diagram to calculate the value of the expression. Students use the diagrams to find the value of many expressions. At the end of the lesson, they find the value of an expression, representing a product of unit fractions, without being given a diagram.

Some students may be multiplying the numerators and denominators without considering why this strategy works. Why is it important for students to understand how the diagrams represent products of fractions? What questions can you ask to help students connect the diagrams to the procedures they are using?