Final answer:
To create two problems, one involved multiplying a whole number by a fraction (Amy sharing chocolate bars) and the other a fraction by a whole number (baker scaling up a recipe). Both problems utilize the general rule for multiplying fractions, which requires multiplying the numerators and denominators respectively.
Step-by-step explanation:
Without the specific model that Tarique drew, I will use a general approach to create two problems, one involving multiplying a whole number by a fraction and the other involving multiplying a fraction by a whole number.
Problem Involving Multiplying a Whole Number by a Fraction:
Amy has 5 chocolate bars, and she wants to give one-third of each chocolate bar to her friends. How many chocolate bars in total will her friends receive?
Problem Involving Multiplying a Fraction by a Whole Number:
A recipe calls for three-quarters of a cup of sugar. If a baker needs to make 4 times the recipe, how many cups of sugar will be needed in total?
Both problems require the student to apply the rule for general multiplication of two fractions, which is multiplying the numerators together and the denominators together, then simplifying if possible. In the context of these problems, it helps to understand that multiplying a fraction by a whole number effectively scales the fraction up by that number, and multiplying a whole number by a fraction scales the whole number down according to the fraction.