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Multiplication of Fractions Part 3

Multiplication of Fractions Part 3. February 26, 2013 Common Core Leadership in Mathematics2 (CCLM).

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Multiplication of Fractions Part 3

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  1. Multiplication of FractionsPart 3 February 26, 2013 Common Core Leadership in Mathematics2 (CCLM) This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.

  2. Agenda • Understanding Multiplication of Fractions Word Problems • MP 5 – Use appropriate tools strategically.

  3. Learning Intentions and Success Criteria • We are learning to …. • Understand multiplication involving fractions using meaningful visual models and real-world contexts. • We will be successful when we can …. • Represent, contextualize, and justify problems involving multiplication of fractions by fractions (4.NF.4, 5.NF.4, 5.NF.6) using tape diagrams and area models.

  4. TCM Article: Multiplying Fractions Read the introduction (pp. 174-175 stop at “Problem 1.”) Think & Share: As you reflect the introduction, what are some instructional suggestions that help students understand the multiplication of fractions?

  5. Understanding the progression from 4th to 5th grade for word problems

  6. Two meanings of multiplication of fractions • 3 x ⅔  Tell a story  3 groups of ⅔  4.NF.4c 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

  7. Two meanings of multiplication of fractions • ⅔ x 3  Tell a story  ⅔ part of 3  5.NF.4a 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (a) Interpret the product (a/b) × q as a parts of a partition of q into b equal parts…

  8. Distinguishing between “groups of” and “parts of” Use two post-its and label one “groups of” and the the other “parts of” As a pair: • Turn over each problem and read it together • Together decide if it is a “groups of” situation or a “parts of situation.” • Be able to explain why you placed each problem where you did. • DO NOT SOLVE THESE PROBLEMS!

  9. Learning Intentions and Success Criteria • We are learning to …. • Understand multiplication of fractions by fractions using meaningful visual models and real-world contexts. • We will be successful when we can …. • Represent, contextualize, and justify problems involving multiplication of fractions by fractions (5.NF.4, 4.NF.4 and 5.NF.6) using tape diagrams and area models.

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