• “¿Cómo describirías el área de la región coloreada?” // “How would you describe the area of the shaded region?”
• Write one of the expressions. “¿Dónde ves esta expresión en la región coloreada?” // “Where do you see this expression in the shaded region?”

• Ask previously selected students to share their thinking.
• “¿De qué manera  representa el diagrama?” // “How does  represent the diagram?” (There are 8 pieces shaded and each piece is of the square.)
• “¿De qué manera la expresión  representa el diagrama?” // “How does the expression   represent the diagram?” (The shaded region is a 2 by 4 array and each of the pieces in the array is of of the whole square.)

The purpose of this activity is for students to observe and use the structure of diagrams to find areas of shaded regions with non-unit fraction side lengths. Students build on what they learned in the previous activity, solidifying their understanding of why the numerator of a product of two fractions is the product of the numerators and the denominator of a product of fractions is the product of the denominators. 

Action and Expression: Internalize Executive Functions. Invite students to verbalize their strategy for writing multiplication expressions to represent the area of the shaded rectangle in each figure before they begin. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

• Ask previously selected students to share their reasoning.
• “¿De qué manera las expresiones de la tabla representan el número de partes coloreadas y el tamaño de las partes coloreadas?” // “How do the expressions in the table represent the number of pieces shaded in and the size of the pieces shaded in?” (If we multiply the numerators, we get the number of pieces that are shaded in. If we multiply the denominators, we get the size of the pieces.)
• Refer to diagrams and draw on each diagram to show how the multiplication of the numerators and denominators represents the number of shaded pieces and the size of the shaded pieces (the number of those pieces in the whole).