# 04057837-4640-47c2-9608-e10d793ae50f ```Using Fractions as Operators
To use fractions as operators.
3
7 customers ate 8 of a pizza each.
How much pizza was eaten altogether?
&times;
=
The chef baked 12 blueberry pies.
5
She ate 6 of each pie to test them.
How much pie was eaten altogether?
of
=
2
At the caf&eacute;, 6 children each ate 4 of
their pancakes. How many pancakes were
eaten altogether?
3
&times;
3
=
The chef prepared 21 take-away meals.
2
He used 7 of a roll of cling film for
each meal. How much cling film did
he use altogether?
of
1
The caf&eacute; dishwasher was used 15 times
4
in one day. It used 5 of a scoop of soap
each time. How much soap was used
altogether?
of
5
=
=
The caf&eacute; owner created 10 new posters
3
for the cafe. She took 4 of an hour to
make each poster. How much time did
it take altogether?
&times;
4
=
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6
Using Fractions as Operators
To use fractions as operators.
3
7 customers ate 8 of a pizza each.
How much pizza was eaten altogether?
1
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
=
of
=
The chef baked 12 blueberry pies.
5
She ate 6 of each pie to test them.
How much pie was eaten altogether?
=
of
3
=
The chef prepared 21 take-away meals.
2
He used 7 of a roll of cling film for
each meal. How much cling film did he
use altogether?
5
=
of
=
=
of
=
The caf&eacute; dishwasher was used 15 times
4
in one day. It used 5 of a scoop of soap
each time. How much soap was used
altogether?
4
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
3
2
At the caf&eacute;, 6 children each ate 4 of
their pancakes.How many pancakes were
eaten altogether?
=
of
=
6
The caf&eacute; owner created 10 new posters
3
for the cafe. She took 4 of an hour to
make each poster. How much time did it
take altogether?
Write the problem using both &times; and ‘of’.
Circle the calculation you use to work out
&times;
=
of
=
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Using Fractions as Operators
To use fractions as operators.
For each question, write the calculation using both &times; and ‘of’. Choose the correct method to
calculate the answer and explain why you divided or multiplied. Two examples are given.
The chef baked 20 cakes in a month.
5
She sold 6 of each cake. How much
cake did she sell altogether?
There are 48 cups in the caf&eacute;. 8 of them
are dirty. How many cups need washing?
5
6
7
8
7
of 20 would be hard to calculate as 6
isn’t a factor of 20.
5
6
&times; 20 =
100
6
=
7
8
&times; 48 would be harder as it’s a large
number to multiply.
4
166
3
7 customers ate 8 of a pizza each.
How much pizza was eaten altogether?
The chef baked 12 blueberry pies.
5
She ate 6 of each pie to test them.
How much pie was eaten altogether?
of 48 = 48 &divide; 8 &times; 7 = 42
1
3
3
At the caf&eacute;, 6 children each ate 4 of
their pancakes. How many pancakes
were eaten altogether?
The caf&eacute; dishwasher was used 15 times
4
in one day. It used 5 of a scoop of
soap each time. How much soap was
used altogether?
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2
4
Using Fractions as Operators
The chef prepared 21 take-away meals. 5
2
He used 7 of a roll of cling film for each
meal. How much cling film did he use
altogether?
6
The caf&eacute; owner created 10 new posters
3
for the cafe. She took 4 of an hour to make
each poster. How much time did it take
altogether?
The chef baked 280 cakes in a year. She 7
5
sold 7 of each cake. How much cake did
she sell altogether?
There were 30 plates used today in the 8
3
caf&eacute;. 9 fit into the dishwasher. How many
plates is this?
Now write 2 questions for your partner. One should be a problem which can be calculated by
multiplying a fraction by an integer and the other should be solvable by finding a fraction of
an amount. Don’t tell them which is which though!
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1.
2.
3
8
&times;7=
3
8
&times;7=
3
4
&times;6=
3
4
3.
&times;6=
21
8
= 28
18
4
2
44
of 15 =
15 &divide; 5 = 3
3 &times; 4 = 12
5.
2
7
of 21 =
21 &divide; 7 = 3
3&times;2=6
6.
3
4
&times; 10 =
3
4
&times;
5
=
5
6
of 12 =
12 &divide; 6 = 2
2 &times; 5 = 10
4
5
4.
10
1
=
30
4
2
= 74
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1.
2.
3.
3
8
&times;7=
3
8
of 7 =
3
8
&times;7=
3
4
&times;6=
3
4
of 6 =
4.
21
8
3
4
18
4
&times;6=
5
6
&times; 12 =
5
6
of 12 =
5
= 28
12 &divide; 6 = 2
2 &times; 5 = 10
&times; 15 =
4
5
of 15 =
15 &divide; 5 = 3
3 &times; 4 = 12
5.
=
4
5
2
44
2
7
&times; 21 =
2
7
of 21 =
21 &divide; 7 = 3
3&times;2=6
6.
3
4
&times; 10 =
3
4
of 10 =
3
4
&times;
10
1
=
30
4
2
= 74
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1. This question should be multiplied
as 8 is not a factor of 7.
3
8
&times;7=
21
8
5
= 28
2. This question should be multiplied
as 4 is not a factor of 6.
3
4
&times;6=
18
4
2
= 44
3. This question could be solved using
either multiplication or division.
5
6
&times; 12 =
60
6
= 10
12 &divide; 6 = 2
2 &times; 5 = 10
4. This question could be solved using
either multiplication or division.
4
5
&times; 15 =
60
5
= 12
6. This question should be multiplied
as 4 is not a factor of 10.
3
4
&times; 10 =
30
4
2
= 74
7. This question is probably
better solved by dividing then
multiplying, as you’ll be working
with smaller numbers
280 &divide; 7 = 40
40 &times; 5 = 200
8. This question should be multiplied
as 9 is not a factor of 10. Some
children may have mentally
calculated that the question is
1
asking for 3 of 30, which they
know is 10.
3
9
&times; 30 =
90
9
= 10
15 &divide; 5 = 3
3 &times; 4 = 12
5. This question could be solved using
either multiplication or division.
2
7
&times; 21 =
42
7
=6
21 &divide; 7 = 3
3&times;2=6
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```