LESSON PLANNING GUIDE THE INTEGRATIVE MODEL

Lesson Plan: Multiplying Fractions Estimated Time of Lesson Plan: 120 minutes

Date: Grade/Subject: 5th/Math

Organization of Student Learning: Whole class, partner, small group, independent Learning Objectives and Assessment: Objective 1: TSW understand basic concepts of multiplication and apply them to multiplication of fractions.. I can model whole numbers and fractions using repeated addition and fraction tiles/pictures. Objective 2: TSW know how to show multiplication using a model and math. Standard:

Assessment:
X Formative Summative Students will model various problems using a whiteboard app or whiteboards.

CCSS. 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Standard:. CCSS.5.NF.B.6

Assessment:
X Formative Summative Students will model and work problems from the worksheet and explain to others at table how they solved the problem.

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using I can model multiplication problems and solve equations. visual fraction models or equations to represent the problem. Objective 3: TSW be able to Standard: CCSS. 5.NF.B.6 generalize how to multiply Solve real world problems fractions and be able to apply the involving multiplication of generalization to real world fractions and mixed problems. numbers, e.g., by using visual fraction models or equations to represent the I can solve real world problems using multiplication of problem.
fractions.

Assessment:
X Formative Summative Students will work with partner or small group to write 4 real world problems given 4 multiplication equations and solve each using models and generalization developed in class using either chart paper or educreations app.

Leading Questions: What are things we know about multiplication of whole numbers? Are these things true for fractions? Do you see any pattern between the multiplication problem and the product?

Lipscomb College of Education, Fall 2012

Materials and Resources: Teacher - Interactive whiteboard, Glencoe virtual manipulative website, document camera Student- Ipads, chart paper/markers, fractions tiles, whiteboards Technology Use: Teacher and students will use the IWB (interactive whiteboard) along with the Glencoe virtual manipulative website. Students may use iPads with k12 Equivalence Tilesor virtual manipulatives app in place of fraction tiles. Students may use interactive whiteboard app in place of traditional whiteboards and markers. Students may use educreations app to present real world problems and solutions in place of chart paper and markers. Students will complete an exit ticket on iPads using Socrative Student. Set: Earlier in the year we worked on multiplication. We learned things that were true about multiplication. Today, we are going to apply that knowledge to multiply fractions. Instruction: 1) Project the following table onto the board. 2+2+2+2=8 4 groups of 2 is 8 2x4=4x2 2x1=2 2x0=0 2x4>2 What do you think this table is about? Are there any similarities in each row? 2) This table shows us things we know are true about multiplication. Discuss each row in the table. The first row shows repeated addition. Can repeated addition always be used for multiplication? The second row shows that multiplication can show ___ groups of ____. Is that true about multiplication? The third row shows that multiplication is commutative. Is that true for multiplication? The fourth row shows that a number multiplied by 1 is that number. Is that true for multiplication? The fifth row shows any number multiplied by zero is zero. Is that true for multiplication? The sixth row shows that when you multiply by a number greater than 1, your product is greater than the beginning number. Is that always true about multiplication? 3) Project next table. +++= 4 groups of = x 4 = 4 x 1/2 x1= x0= x 4 > 1/2 4x<4 Are all of these things still true if we use instead of 2 in each of these situations? Discuss whether each situation is still true using models to support each . Students should note that each holds true until the last row.

Lipscomb College of Education, Fall 2012

Students should note that when multiplied by a fraction in the last row of the table, the product will be less than the beginning amount, unlike when you multiply by whole numbers greater than 1. 4) Project next table. x8=4 4x=1 1/3 x 2/5 = 2/15 x 2/5 = 6/10 2/5 x = 2/10 This table suggest multiplication problems and their products. We will model each of these problems to test the validity of the answers. Show students various models that can be used including the area model for the fraction x fraction problems. Students will see that they are all true. Does anyone see a pattern between the equation and the answers? Students should note that you just multiply the numerator by the numerator and then the denominator by the denominator. 5) With your elbow buddy work #1 on the front side of the worksheet using your whiteboard or whiteboard apps. Prove your answer using generalizations and models. Once students have completed this work with their elbow buddy, have them explain to the pair across how they chose to solve the problem. 6) Have students work several more in the same manner. 7) Now that you have developed your generalization about multiplying fractions, you and your table will write 4 real world problems for each of the following equations. ( 2 x , 4 x , x 1/3 , x ) You will then show two different solutions for each of your problems (generalization and model). You may use the educreations app on the iPad or chart paper to show your work. We will share your solutions tomorrow. Closure: Today our goal was to develop a generalization for multiplication of fractions. Get on Socrative Student and complete your exit ticket. You will be asked to restate your understanding of the generalization along with some reflective questions about how well you feel you understood todays lesson. The final question will be to answer the question you see on the board. Cross-curriculum Connections: Students are currently using fractions in art class to complete projects. Fractions could be incorporated into home economics classes for schools who have that as an option. Differentiated Instruction:

Lipscomb College of Education, Fall 2012

Students have the opportunity to use manipulatives both virtual and physical. They have the opportunity to use math equations to prove their understanding. They have the opportunity to explain their understanding. They have the opportunity to work with partners, groups, and independently. ELL Modifications: N/A SPED Modifications: These students will receive more guided practice over each skill before being asked to combine them to achieve the task. The culminating task of this lesson will not be completed in groups but with partners and with teacher guidance through each step. Assignment: Students will complete worksheet given in class.

Lipscomb College of Education, Fall 2012