SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Multiplication and Division
Fractions
Lesson:5
Multiplying fractions by whole numbers / Approx. time:
60-90 min / CCSS-M Standards:
5.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
A. Focus and Coherence
Students will know…
·  Repeated addition can be used to multiply a whole number by a fraction
·  When adding fractions, the parts (denominator
must be the same
·  Understand how fractions work in the real world
Students will be able to…
·  Use a variety of fraction models, e.g., tape diagrams, number lines, and arrays to solve problems.
Student prior knowledge:
·  Vocab
·  Numerator Denominator whole number what a fraction is
·  What a whole is
·  Multiplication is repeated addition
·  Communicative property
Which math concepts will this lesson lead to?
·  Multiplying fractions
·  Real world understanding
·  / B. Evidence of Math Practices
What will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson?
·  Students will use fraction strips correctly
·  Students will use correct vocabulary
·  Students will use number lines correctly
Essential Question(s)
How do you know your answer is reasonable?
How are you determining that the fractions are the same size?
Does it change anything to turn the product into a mixed number?
Formative Assessments
Make observations of students while they are modeling their problems with fractions bars and number lines?
Written reflection
Makayla said, "I can represent3×23with 3 rectangles each of length23

Connor said, “I know that23×3can be thought of as23of 3. Is 3 copies of23the same as23of 3?”
a.  Draw a diagram to represent23of 3.
b.  Explain why your picture and Makayla’s picture together show that3×23=23×3.
c.  That property of multiplication do these pictures illustrate?
Anticipated Student Preconceptions/Misconceptions
Fractions can be added regardless of the denominator
Numerator cannot be bigger than the denominator
Fractions can’t be represented on the number line
The order of the factors make a big difference
Materials/Resources
Individual Number lines
Pencils
Fraction bars or handout
C. Rigor: fluency, deep understanding, application and dual intensity
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)
Warm Up
·  Orally and using white boards
·  Review of repeated addition represent 7x4 = 7+7+7+7
·  Review with more samples if needed
·  Review adding like fractions 1/3+1/3 = 2/3
·  Review with more samples if needed
Lesson
T What addition problems is represented by 4x 2/5?
Write this out so they see that they see that this is 2 fifths which is 8 fifths. [You may need/want to go back to the denominator determines the size of the pieces and the numerator the number of pieces that is changing]
Do several more of these examples until the students see that one can multiply a whole number by the numerator to get the answer.
T Who can tell me without writing the whole problem why can we just multiply the whole number by the numerator and leaver the denominator the same?
Desired response, “the whole number tells us how many of the fractions are in the sum and the numerators are all the same, so the numerator is the whole numbers times the numerator.”
If you needed ¾ cups of sugar for a batch of sugar how much needed for 5 batches?
Justify your response.
Extended practice:
Instruct students to create their own word problems using imaginary recipes using fractions and whole numbers as a guide.
Once children are done teacher uses a student engagement strategy such as an appointment clock, silent partner, or musical shares to switch and solve problems
Closure
Using a whole group discussion select students to share out their problems with the class.
Suggested Homework/Independent Practice
6/7 x 4
8 x 3/5
17x 3/10

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