Grade Level: 5thGrade
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.
