__Grade Level:__ 5^{th}Grade

__Lesson Topic and Subject:__ Introduction of
Multiplication of Fractions

__Explanation of Lesson Value : __This lesson would be
introduced after addition and

subtraction of fractions has been covered and sufficiently understood.

**Essential Question:**

- What is the most effective method of understanding multiplying fractions?

- How can you use manipulatives to understand multiplying fractions ?

**NCSCOS Objective:**

**1.04** Develop fluency in addition, subtraction, multiplication, and division
of nonnegative

rational numbers

**Learning Objective: TSWBAT:**

- solve simple multiplication fraction problems using manipulatives

- solve simple multiplication fraction problems using algorithms

**Assessment Strategies**:

I will have a rubric either on my phone in Excel or printed out for each
student and will

check off what they have accomplished in the class.

I will also be using

**Key Vocabulary:**

Numerator: the number on the top of the fraction; represents the number of
parts in the

whole

Denominator : the number on the bottom of the fraction; represents the whole
number

__Procedures:__

**Focus and Review (7 minutes):** Write a simple multiplication problem on
the board such

as 2 x 3. Ask students if they know the answer to this and what the answer is.
Then

write up a fraction on the board and ask the students if they know what it is
and to

identify the two different parts of the fraction. Write on the board simple
computation

problems involving fractions, one for addition and one for subtraction . Ask
students if

they have ever seen problems like this before . Introduce to students that they
will be

combining these two ideas, fractions and multiplication to discover the
multiplication of

fractions.

**Guided Practice (10 minutes)**: Model this procedure
in the front of the room on the

document view camera or just at the front of the room. For a problem like ¾ x
2/3, fold

the paper lengthwise into four sections and color in three of the sections.
Unfold the

piece of paper and now fold the paper in the other direction into three new
sections, color

two of the three sections a different color . Have the students count the number
of

sections and then the number of sections that were colored both colors. Explain
to

students that they have just multiplied fractions. Now write algorithm on the
board and

ask students how we might get the same answer through multiplication. Try to
lead the

students to the correct method if they don’t figure it out at first. Do at least
one more

example before moving on. Students should then write in the math journals . The

students should write how they multiply fractions and how multiplying fractions
is

different than adding them.

**Independent Practice (7 minutes)**: Provide students
with a worksheet and enough paper

for each of the problems on the worksheet. The worksheet should have
approximately

five problems so that it doesn’t take too long for the students to complete this
in-class.

Break students up to work in pairs. The teacher should monitor the students work
and

provide them with help but also remind the students to check their answers with
their

manipulatives.

**Assessment (6 minutes): **Once students have been
given time to complete the worksheet,

the teacher will project their laptop onto the board with the flashcards game
up. The

class will work together to find the right answers. Make sure to stress to the
students that

this is not a competition amongst each other but to see if they can work
together as a class

to figure out the answers.

**Closure (3 minutes):** Remind students that when they
are multiplying it is as simple as

just multiplying across and then simplifying if they have to. If they get
confused they can

always pull out a piece of paper and fold to find the correct answer.

__Materials/Equipment:__

- several blank pieces of paper for each student (note- cut up pieces of paper
so that

you do not have to waste as much!)

- two different marker/crayon/colored pencil for each student

__Accommodations/UDL Techniques:__

Students will be given the choice of whether they would like to complete the
worksheet

using their manipulatives or using the algorithm. Students will also be working
together

to complete the worksheet and play the game so they will be teaching each other.
A

document view camera will be used for students to view all of the materials and
the

teacher’s laptop will be projected onto the board and students will be able to
come up and

use the laptop.

Context: This lesson will be taught as an introduction to
multiplication of fractions and

will be taught after students have successfully completed addition, subtraction ,
and

simplification of fractions.

Concrete example: If you are baking and the recipe calls
for ¾ of a cup of sugar but you

are doubling the recipe then you would have to multiply fractions.