CL008_C01_A03_A_wholenumbertimesmixed_SB_CC_2010_06_08.doc Page 42 of 42
Storyboard CL008_C01_A03_A
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CL008_C01_A03_A File Reference
W. Multiplying and Dividing Fractions Cluster
X. Multiplying Whole Numbers by Fractions or Mixed Numbers CLIP
Y. Multiplying a Whole Number by a Mixed Number Activity
Z. A: Action Activity Type
Glen McMillan & Shawn Perry ( & ) Storyboarders
Crystal Chilvers ( ) Cluster Lead
Critical Learning: Multiplying whole numbers by fractions or mixed numbers1) representing products of whole numbers and fractions or whole numbers and mixed numbers
2) reasoning about the effect of multiplying by a fraction
3) connecting meanings of multiplication of whole numbers to meanings of multiplication with fractions
4) solving problems involving multiplication of whole numbers with fractions or mixed numbers
5) reflecting on the relationship between various products; e.g., 3 × and × 3
What math am I going to do?
You will learn how multiplying by a fraction relates to what you already know about multiplying whole numbers.
You will learn how to model multiplication of whole numbers by fractions or mixed numbers.
Content at a glance:
Students will:· solving problems involving multiplication of whole numbers with mixed numbers
· reflecting on the relationship between various products; e.g., 4 × ¼, 4 × 1 and 4 × 1¼
·
BLM Questions:
Notes to e-developer
· There are a lot of speech bubbles in this storyboard – but the word versions of speech bubbles are not as pretty as I’m sure they can be made in flash… i.e. there doesn’t need to be so much space around the text in the bubbles when you make them in flash.
· Wherever fractions appear they should be stacked vertically instead of sideways
· Since Gus’s head is the only part of him shown in this activity, can you chop off his arm too, so that he’s not constantly waving??:) Maybe make his shoulders look less angular too?!
· In all places where you see a fraction input box, there should not be any numbers in the box (currently they all have 2 zeros and a 1 in there J)
· When using the fraction strip tools, in particular in the simulation of their use, the fraction reference bars should not be perfectly lined up (apparently when students only see models that are perfectly aligned, they focus more on aligning their own models than on understanding the math when using the model independently).
· *note the colours in the fraction strip tool are screwy on here.. stick with the colours in the tool @ http://mathfest.wikispaces.com/CLIPS+ubTools+Fraction+Strip+Addition+Tool
Scene 2 Frame 1
Veggie Dip Dilemma
The recipe for some veggie dip is shown on the recipe card shown.
You want to make 4 batches of this recipe. How much of each
ingredient will you need all together?
Number of cups plain yogurt:
<feedback>
Continue button does not start on the stage.
No. / Conditions / Feedback Text / Feedback ActionP / The number 4 is entered and CHECK is pressed. / Correct! / Make the input box no longer editable.
Remove the check button
Show Continue button.
1 / Something other than 4 / Incorrect. You need 4 batches of this recipe with 1 cup of yogurt in each batch. Try again / Clear input box.
Place cursor in the input box
2 / Something other than 4 / Incorrect. 4 batches of this recipe with 1 cup of yogurt in each together makes 4 cups of yogurt.
4 × 1 = 4 / Clear input box and place the number 4 in the box, make it no longer editable.
Show continue button.
Scene 2 Frame 2
Veggie Dip Dilemma
The recipe for some veggie dip is given on the recipe card shown.
You want to make 4 batches of this recipe. How much of each
ingredient will you need?
Number of cups of plain yogurt:
Number of cups of dip mix:
<feedback>
Notes
1. Continue button appears when feedback cycle indicates. (See below.)
2. Frame above is same as last frame with the new line added “number of cups of dip mix” and feedback from last frame removed.
Feedback (Type 3: Depends on User Response)
No. / Conditions / Feedback Text / Feedback ActionP / The number 1 is entered and CHECK is pressed. / Correct! Four fourth cups of dip mix together make one whole cup;. / Show Continue button.
Remove Check button
Make input box uneditable
P / The number is entered and CHECK is pressed. / Correct! And 4/4 is equivalent to 1 whole cup! So four forth cups of dip mix together make one whole cup; . / Show Continue button.
Remove Check button
Make input box uneditable
1a / A number with a denominator of 4 that is less than 4/4 or 1 is entered. / That doesn’t seem like enough. You need 4 batches of this recipe that requires ¼ cup of dip mix in each batch. How much dip mix is that all together? / Highlight the 4 in the question and the from the recipe.
Clear the input box.
Place the cursor in the box.
1b / A number with a denominator of 4 that is less than 4/4 or 1 is entered. / That seems like too much! You only need 4 batches of this recipe, which requires ¼ cup of dip mix in each batch. How much dip mix is that all together? / Highlight the 4 in the question and the from the recipe.
Clear the input box.
Place the cursor in the box.
1c / Any number other than 1 that does not have a denominator of 4. (i.e. non of the above) / Incorrect. You need 4 batches of this recipe, which requires ¼ cup of dip mix in each batch. How much dip mix is that all together? / Highlight the 4 in the question and the from the recipe.
Clear the input box.
Place the cursor in the box.
2 / Still, any number other than 1 or fraction is entered and CHECK is pressed. / Incorrect. Use a model to help you. / Open fraction tool in a ubPod for students to model the situation.
3 / Still wrong incorrect input / Incorrect. 4 batches of this recipe which each need ¼ cup of dip mix gives 1 whole cup of dip mix all together since 4 × ¼ = 4/4 or 1 / Clear the input box.
Remove the check button
Make input box uneditable
Show the continue button.
Scene 2 Frame 3
Veggie Dip Dilemma
The recipe for some veggie dip is given on the recipe card shown.
card shown. You want to make 4 batches of this recipe. How much
of each ingredient will we need?
Number of cups of plain yogurt:
Number of cups of dip mix:
Number of cups of sour cream:
<feedback>
Notes
1. This should be the same screen as last, replace the question on the last scene with the first question above (How many full cups of dip mix
2. Second question fades in when students press the continue button. Original input and feedback remains on screen.
INPUT BOX 2 Feedback (Type 3: Depends on User Response)
No. / Conditions / Feedback Text / Feedback ActionP / The number 5 or fraction is entered and CHECK is pressed. / Go to Scene 4 Frame 1.
1a / Any number other than 5 or fraction is entered and CHECK is pressed. / Go to Scene 3 Frame 1
2a / The SHOW ME button is pressed. / Go to Scene 3 Frame 1
Scene 3 Frame 1
Veggie Dip Dilemma
Number of cups of sour cream: Let’s check that!
Notes:
Recipe card in the top right hand corner should just look like the card in the last frame has been shrunk down and squished up there… (fractions stay stacked and suchJ) The other stuff should slide up off the stage so that all that remains is the last prompt and answer.
“Let’s check that!” only appears on the stage if the user has entered a number. The input box should remain editable so that the user can type in it at any point… no action is taken however for number entry until after the animation stuff.
Once the stage is set as shown above, pause for 1 second then, 4 sets of measuring cups (each set containing 2 1 cup measuring cups, one with 1 cup of sour cream and the other with ¼ cup of sour cream – like the poorly drawn measuring cups below) should zoom onto the stage 1 set at a time (currently I’m picturing the dot that drives on the stage in CL004_C01_A04).
Scene 3 Frame 2
Veggie Dip Dilemma
Number of cups of sour cream: Let’s check that!
Some of these partial cups of sour cream can be combined.
Click on the cups that can be combined.
Batch 1 Batch 2 Batch 3 Batch 4
<feedback>
No. / Conditions / Feedback Text / Feedback Action
P / User clicks on one of the ¼ cups of sour cream. / If it’s the first 1: Enlarge the cup – this will be the one that the others get dumped into.
Remove the ‘batch #’ labels from under the cups.
2nd, 3rd and 4th cups:
Animate pouring the newly clicked on cup into the enlarged cup (as best as you can… it would be hard to show pouring…but if you show the level of sour cream increasing to the ½ cup mark, then to the ¾ etc that would be perfect – and ensure you enlarge the new cups too as you go:) Once each cup has been empty, remove it from the stage.
Refer to next frame for what happens after all 3 cups are poured into the first one.
1 / User clicks on anything else / That one’s already full! Click on one of the cups that is only partially filled.
Scene 3 Frame 4
Veggie Dip Dilemma
Number of cups of sour cream:
Enter the number of cups of sour cream that will be needed to make the
veggie dip and press check.
<feedback>
Notes:
If the words “Let’s check that!” are on the screen. Then remove them and place the cursor in the input box.
No. / Conditions / Feedback Text / Feedback ActionP / User types 5 and presses check / “Correct!” / Show continue button. (Continue button takes you to scene 4 frame 1)
1 / User types anything other than 5 and presses check / Count the number of cups shown above / Empty input box, place cursor there.
Place a yellow ‘aura’ around the 5 remaining measuring cups.
No max attempts hereJ
Scene 4 Frame 1
Veggie Dip Dilemma
/
Notes
1. Voice-over reads the text in the speech bubble.
2. Pause to wait for speech to finish if narration is on, or for wait time before showing the continue button.
Scene 4 Frame 2
Veggie Dip Dilemma
/
Notes
1. Stage starts with Gus & his speech bubble.
2. As he reads: “I used the fraction strips to model the situation” the fraction strips tool should appear on the right. (Fraction Strip tool should not be enabled (i.e. user should not be able to drag strips from it))
3. As Gus says “I started with four groups of one and one forth”, the reference bars appear first (4 of them) then animate dragging 1 and then ¼ to the first bar, then to the second, etc. This should be relatively quick.
4. Then show the continue button.
Scene 4 Frame 3
Veggie Dip Dilemma
/
Notes
1. Voice-over reads the text in the speech bubble.
2. As fraction strips are dragged from the initial ones down to the bottom of the stage, 2 new reference bars appear for the strips to be dropped onto. As a reference bar is emptied it should disappear. Again, animation should be relatively quick.
3. Continue button appears after animation is complete.
Scene 4 Frame 4
Veggie Dip Dilemma
/
Notes
1. Voice-over reads the text in the speech bubble.
2. Highlight the 4 fourths when reading four fourths make one whole.
3. Replay button will reanimate from frame 2, but without the speech stuff (unless it’s just easier to go back to frame 2 and play it all over againJ)
4. Continue button appears after speech or after 2 seconds wait time.
Scene 5 Frame 1
Veggie Dip Dilemma
/
Notes