2014-2015

Mrs. Camargo

03/11/2015 - 03/11/2015
Class View

Unit 4 Investigation 4A.5

OBJ: SWBAT multiply whole numbers by fractions and mixed numbers using various strategies with 80%
accuracy.
Focus:
-Multiplying a fraction or mixed number and a whole number.
-Using a representation and reasoning to multiply a whole number by a fraction or mixed number.
Anticipatory Set:TW give students a few warm up problems to work out with their shoulder partner for a
RallyCoach activity. These problems will be a variety of operations using fractions.
5/6-3/4 (1/12)
3/8+2/3 (1 1/24)
2 1/6 - 5/6 (1 1/3)
1 8/9 * 2/3 (1 7/27)
Purpose: TW say: "Today we will continue to work on our skills and reasoning to multiply fractions and
mixed numbers."
Input:
1. TW remind the students what each word means. For example, a fraction means division. A number "out
of" another means "divide". TW ask the students what the word "of" means. Students should reply
"multiply".
2. Note: If students do not remember this create a movement to accompany it. For example, "of" means
multiply, so the students can say "of" and make a cross with their forearms. For divide, the students can
say "out of" and make a division sign like Mr. Q-U-E does.
Modeling:
Wednesday 1. TW play the Mr. Q-U-E video on Fractions.
03/11/2015 2. TW review the questions and remind students of the process of multiplying fractions.
3. TW review visual representations of multiplication using fraction bars and add to the expression chart.
4. TW review multiplication of mixed numbers.
Guided Practice:
1. TW ask students to finish up pages C27-C28 with their face partner. TW remind students to use what
they know about fractions to determine the parts of a whole.
**Fast Finishers may play Fraction Track or Dueling Sums and Differences**
2. TW ask, "If 1 part of two is one half, what is one half of one half?" Have students work with their
shoulder partners to come up with a visual representation of one half of one half. When they finish, have
them hold up their whiteboards.
3. TW give a second example for the students to work out in 1 minute on their whiteboards ALONE. "If 1/2
of 1/2 is 1/4, what is 1/4 of 1/2?"
4. Once students have finished, TW ask students to take turns comparing their answers with their face
partner. Have students use T^4 if their partner is stuck.
Checking for Understanding:
1. SW use their whiteboards to multiply 2 2/3 * 27 and draw a visual representation of it.
Independent Practice:
1. SW complete pages C29-C30 independently.
Closure:TW have students create and solve a fraction multiplication problem on a sticky note.

Homework:
SAB pages C33-C34, C39
Standards:
5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using
visual fraction models or equations to represent the problem.

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2014-2015
Mrs. Camargo

03/11/2015 - 03/11/2015
Class View

5.NF.B.5 Interpret multiplication as scaling (resizing), by: (a) Comparing the size of a product to the size of
one factor on the basis of the size of the other factor, without performing the indicated multiplication. (b)
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the
given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining
why multiplying a given number by a fraction less than 1 results in a product smaller than the given
number; and relating the principle of fraction equivalence a/b = (nxa)/(nxb) to the effect of multiplying a/b
by 1.
5.NF.B.4a Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the
result of a sequence of operations a x q b. For example, use a visual fraction model to show (2/3) x 4 =
8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x
(c/d) = ac/bd.)

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