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I had whole numbers, mixed numbers, and fractions being multiplied together. I had him work through a few with me, including drawing pictures together, and then gave him a variety of problems that I wanted him to work through on his own (I was right there to help if he got stuck). It was clear right away that he was confused on simplification. He wasn’t sure when to change an improper fraction or when to simplify. I decided that it was probably best to go over exactly what 1/3 * 4 is saying. I broke it down to saying that we have 1/3 of 4. We then drew the picture together and did the