HomeTHEORYMultiplying Fractions

Multiplying Fractions



When multiplying fractions in order to find the product of two or more fractions, you just need to follow these three simple steps basically. Take the quiz to see how much you know!

Quiz completed 0 times

Step 1: Multiply the numerators together. The numerators are also called top numbers.

Step 2: Multiply the denominators together. The denominators are also called bottom numbers.

Step 3: Finally, try to simplify the product if needed to get the final answer.

Multiplying Fractions

For example, notice what we do when we multiply the following fractions: 3/4 × 4/6.

Step 1: Multiply 3 and 4 to get 12 and 12 is the numerator of the product

Step 2: Multiply 4 and 6 to get 24 and 24 is the denominator of the product

3/4 × 4/6 = (3 × 4)/(4 × 6) = 12/24

Step 3: Divide both the numerator and the denominator by 12 to simplify the fraction. 12 is the greatest common factor (GCF) of 12 and 24.

3/4 × 4/6 = 1/2

The example above is straightforward. However, when multiplying fractions, you may wonder about the following cases.

  • Multiplying fractions with different denominators
  • Multiplying fractions with the same denominator
  • Multiplying fractions with whole numbers
  • Multiplying fractions with mixed numbers
  • Multiplying improper fractions

Depending on which situation(s) you encounter, there are rules to follow when you multiply fractions with different types of fractions .

Rules of multiplying fractions

Rule 1: The most important rule is to multiply straight across. In other words, multiply the numerators to get the new numerator or the numerator of the product. Multiply the denominators to get the new denominator or the denominator of the product.

Rule 2: Another important rule is to always convert mixed fractions, also called mixed numbers into improper fractions before multiplying.

Rule 3: Convert whole numbers into fractions before doing multiplication.

Rule 4: Multiplying fractions is not the same as adding fractions. Therefore, you must not look for the least common denominator!

Rule 5: Simplify the product or write the fraction you end with after performing multiplication in lowest terms if needed.

Multiplying fractions with different denominators

When you multiply fractions with different denominators, just keep in mind rule 4 stated above. Do not look for a common denominator! The rule for adding fractions and multiplying fractions are not the same. 

For example, notice that we do not look for a common denominator when we multiply the following fractions: 1/5 × 2/3.

Step 1: Multiply 1 and 2 to get 2

Step 2: Multiply 5 and 3 to get 15

1/5 × 2/3 = (1 × 2)/(5 × 3) = 2/15

Step 3: 2/15 is already written in lowest terms since the greatest common factor of 2 and 15 is 1. 

1/5 × 2/3 = 1/2

Multiplying fractions with the same denominator

When you multiply fractions with the same denominator, just do the same thing you do when the fractions have unlike denominators.

Example: Multiply 3/4 and 1/4

3/4 × 1/4 = (3 × 1)/(4 × 4) = 3/16

Multiplying fractions with whole numbers

When you multiply fractions with whole numbers, just keep in mind rule 3 stated above.  Convert the whole number into a fraction before doing multiplication.

Notice that any whole number x can be written as a fraction x/1 since any number divided by 1 will return the same number.

For example if you multiply the whole number 5 by another fraction, write 5 as 5/1 before you multiply.

Example: Multiply 5 and 2/3

5 × 2/3 = 5/1 × 2/3

5 × 2/3 = (5 × 2)/(1 × 3) = 10/3

Multiplying fractions with mixed numbers

When multiplying fractions with mixed numbers, it is important to remember rule 2. You must first convert any mixed number into a fraction before you multiply. 

Suppose you are multiplying a fraction by 2 1/3. Since 2 1/3 is a mixed number, you must convert it into a fraction.

2 1/3 = (2 × 3 + 1)/3 = (6 + 1) / 3 = 7/3 

Example: Multiply 1/6 and 2 1/3

1/6 × 2 1/3 = 1/6 × 7/3

1/6 × 7/3 = (1 × 7)/(6 × 3) = 7/18

Multiplying improper fractions

The multiplication of improper fractions is performed by following rule 1. Just multiply straight across. One thing you definitely do not want to do here is to convert the improper fractions to mixed numbers.

This will be very counterproductive as you will have to convert them right back into improper fractions.

Example: Multiply 9/2 and 3/5

9/2 × 3/5 = (9 × 3)/(2 × 5) = 27/10

A couple of tips and trick to follow when multiplying fractions

1. I recommend that you become familiar with the multiplication table. You will be able to perform the multiplication of fractions much quicker.

2. Sometimes, it is a good idea to simplify the fractions before multiplying to make calculations easier.

Take a look at the following example:



10

20

×


3

15

You can simplify 10/20 as 1/2 by dividing both 10 and 20 by 10.

You can simplify 3/15 as 1/5 by dividing both 3 and 15 by 3.



10

20

×


3

15

=


1

2

×


1

5



1

2

×


1

5

=


(1×1)

(5×1)

=


1

10

3. If you have three or more fractions, just multiply all numerators and all denominators

Multiplying three or more fractions

Going a little deeper! Why do we multiply fractions straight across? 

I would like to introduce the topic with an interesting example about pizza.

Suppose that you bought a medium pizza and the pizza has 8 slices.

If someone eats half of your pizza, or 4 slices, you are left with

4
/
8

From the illustration below, you can also see that the leftover is the same as  

1
/
2

Half a pizza or 1/2
If you decide that you are only going to eat 1 slice out of the 4 slices remaining, you are eating  

1
/
4

  of the leftover.

Remember that the leftover is  

1
/
2

You can also argue that you only ate 1 slice out of 8 slices or  

1
/
8

One-eighth

Thus, we can see that eating 1/4 of 1/2 is the same as eating 1/8.

Another way to get  

1
/
8

 is to perform the following multiplication:

We get this answer by multiplying the numbers on top (numerators): 1 × 1 = 1

and by multiplying the numbers at the bottom (denominators): 4 × 2 = 8

This is an interesting result but all you need to remember is the following:

When you multiply fractions, you must multiply straight across.

When the word ‘of‘ is placed between two fractions, it means multiplication.







Most Popular

More from Author

Google Forms for Formative Assessment in Math Class

Cheers to a new school year that will be unlike any...

2nd Grade Subtraction Worksheet | Subtraction of 2-Digit Numbers

In 2nd grade subtraction worksheet we will solve the problems on subtraction...

S01 overview – Intellectual Mathematics

Galileo is the most overrated figure in the history of science....

Digital SAT Math Problems and Solutions (Part

Problem 1 :Store A sells raspberries for $5.50 per pint and...

- A word from our sponsors -

Read Now

Google Forms for Formative Assessment in Math Class

Cheers to a new school year that will be unlike any school year before!I know that all of us are looking at new and different plans...hybrid/synchronous/asynchronous/ fully in person/fully remote...the list goes on.   I have spent a considerable amount of time trying to figure out how I...

2nd Grade Subtraction Worksheet | Subtraction of 2-Digit Numbers

In 2nd grade subtraction worksheet we will solve the problems on subtraction of 2-digit numbers (without Regrouping), subtraction of numbers with regrouping, subtracting 1-digit number from 2-digit number with regrouping, subtracting 2-digit number with regrouping, checking subtraction with addition, subtraction is reverse of addition, addition and subtraction together, estimating the difference and...

S01 overview – Intellectual Mathematics

Galileo is the most overrated figure in the history of science. That is the thesis of Season 1 of my podcast, which consists of the following 18 episodes. Galileo bad, Archimedes good Galileo’s bumbling attempts at determining the area of the cycloid suggests a radical new interpretation of...

Digital SAT Math Problems and Solutions (Part

Problem 1 :Store A sells raspberries for $5.50 per pint and blackberries for $3.00 per pint. Store B sells raspberries for $6.50 per pint and blackberries for $8.00 per pint. A certain purchase of raspberries and blackberries would cost $37.00 at store A or $66.00 at store B. How many...

How To Find The Factors Of 20: A Simple Way

The factors of 20 are the numbers 1, 2, 4, 5, 10, 20, -1, -2, -4, -5, -10, and -20. As you can see, the total number of factors 20 has is 12. Make the following observations!The numbers 1, 2, 4, 5, 10, 20 are called positive factors of...

Addition & Subtraction Together |Combination of addition & subtraction

We will solve the different types of problems involving addition and subtraction together. To show the problem involving both addition and subtraction, we first group all the numbers with ‘+’ and ‘-‘ signs. We find the sum of the numbers with ‘+’ sign and similarly the sum of all the...

Two Back to School Ideas for Digital Classrooms

 Yep, it's a school year like no other.  If you're like me, you have some very specific back to school routines...you buy the new school supplies, you get your kids a new backpack, you prepare your bulletin boards.  There are even back to school activities that I...

Digital SAT Math Problems and Solutions (Part

Problem 1 :Each face of a fair 14-sided die is labeled with a number from 1 through 14, with a different number appearing on each face. If the die is rolled one time, what is the probability of rolling a 2? Solution : https://www.youtube.com/watch?v=PC0RAjG6Zb8 Problem 2 :A printer produces posters...

Percent of Increase Word Problems

Hello and welcome! We're focusing today on a fascinating mathematical topic: percent of increase word problems. We've got some exciting scenarios to consider and we'll walk through these calculations together. It'll be as simple as counting 1, 2, 3. Let's start! Before we start, let's be clear on...

Societal role of geometry in early civilisations – Intellectual Mathematics

Podcast: DownloadIn ancient Mesopotamia and Egypt, mathematics meant law and order. Specialised mathematical technocrats were deployed to settle conflicts regarding taxes, trade contracts, and inheritance. Mathematics enabled states to develop civil branches of government instead of relying on force and violence. Mathematics enabled complex economies in which...

Sub Plans for High School Math Class – Webquests are Perfect!

Distance learning ... hybrid learning ... asynchronous learning ...   we're all learning different terms right now!  Here is a type of activity would be great in any of these settings...Webquests!I have used these types of activities in my classroom for a number of years.  I enjoy using...

Digital SAT Math Problems and Solutions (Part

Problem 1 :A neighborhood consists of a 2-hectare park and a 35-hectare residential area. The total number of trees in the neighborhood is 3,934. The equation 2x + 35y = 3,934 represents this situation. Which of the following is the best interpretation of x in this context? A) ...