Design for Learning

Instructor: Abby Johnson

Lesson Title: Multiplying Fractions
Curriculum Area: Math

Grade Level/Cooperating Teacher: 4th/Brown

Date: 4/20/16
Estimated Time: 45 minutes

Standards Connection:
15.) Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number. [4-NF4]
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. [4-NF4c]
Learning Objective(s): When given five world problems, students will solve the problems with
80% accuracy.
Learning Objective(s) stated in kid-friendly language: Today, I am going to learn how to
multiply a fraction and a whole number using models and equations.
Evaluation of Learning Objective(s): The teacher will give students a worksheet with five word
problems that involve multiplying a fraction and a whole number. The students must show a
model for the fraction and create an equation from that model. The students will need to complete
the assignment with 80% accuracy.
Engagement:
The teacher will use a photo essay to engage students. The photo essay will include
pictures of fractions in the real world. Good morning, class! Can I have everyones eyes on me? I
like the way is sitting quietly in his seat, facing the front, ready to learn. Thank you for being
ready! Okay, it is time to transition to Reading so I would like for everyone to put away what they
have been working on. You should have nothing left on your desk. Thank you -! Before we begin
our lesson, I want us to talk about some expectations. I know these are things you may have
heard from other people before, but it is good to be reminded. First, we are all going to show
respect for one another! When you are talking, I will be listening carefully to what you are saying
so I would like for you to do the same. When one of your classmates is speaking, we should all be
listening. There is something we can learn from each person in this classroom. And that is my
second expectation. You all are such smart students. I want you to do your best! I know that you
can do this! When I ask questions, raise your hand to participate! If you have a question, please
raise your hand as well! Our lesson today has a lot of fun activities and requires a lot of
participation from you all. In order for this to go well and all of us have fun, we need to act as a
team and family and respect one another! Give me a thumbs up if you understand. Perfect! Give
me a thumbs up if you are ready to learn.
Today, we are going to learn how to create models and multiplication equation using
word problems about fractions. I know you all have a strong understanding of fractions, but I
think it would be helpful to see where fractions are found in the real world! How many of you
love to eat? I know that I do! Teacher scrolls through the photo essay of fractions in food.
Learning Design:

I. Teaching:
Today, we are going to look at solving word problems involving fractions! I think
you would be surprised at how much fractions are in our lives and how important it is
that we know how to multiply fractions with whole numbers. Where are some places we
see fractions in the world around us? Teacher records student answers on the board.
What are some different way we can represent fractions through pictures? Teacher creates
student examples. Those are all great ways! One place we can use fractions is talking

about time. How many of you say something like it takes an hour and a half? Thats a
fraction! Lets look at this first problem. Rene's parents have put a hour daily limit on
how long the TV is watched in their house. How many hours of TV does Renee watch
over 6 days if they stick to the limit? The first thing I am going to do when I start the
problem is to circle the numbers in the problem which would be and 6. I know that I
am supposed to find how many hours of TV is being watched. I am going to use boxes to
represent my hours. Teacher draws 6 boxes that are divided into halves. I am going to
draw six boxes because there are six days. My fraction is so I am going to divide each
box into 2 parts. Now that I have done that, I know that each day there is 1 of the halves
that is used. Now that I have shaded these parts I am going to create an equation for this
model. My fraction is , and I know I have 6 groups so I am going to multiply 6 times .
Teacher writes the equation. I then multiply 6 times the numerator which would be 1 x 6.
My answer is 6, and then I have my denominator that I will carry over. My answer is 6/2.
This can be reduced to 3. My answer is 3 hours. Now, lets do the next one together. A
recipe calls for 2/5 of a pound of chicken for each person. If there are 5 people to be fed,
how many pounds of chicken are required? What is the first thing I am going to do?
Correct! I am going to circle the numbers? What would those be? Good! 2/5 and 5. What
do I do next? Yes! Create a model. How many total boxes will I have? Correct! I will
have five! How do you know that? Yes, there are five people. How many parts will my box
be divided into? Very good! 5 parts. How do you know? Yes! It is 2/5 of a pound. So how
many boxes do I color in? Correct! Two boxes each. Now, what is my next step? Yes! I
will create an equation! Where do I get my numbers? Very good! From my model. What
am I multiplying? 2/5 and 5. So what is my answer? Yes! 10/5. Now, lets do another one
together. Emily is having a party. A total of 4 people are coming. How many pizzas will
she need to buy if each person has 3/8ths of the pizza? What is the first thing I am going
to do? Correct! I am going to circle the numbers? What would those be? Good! 3/8 and
4. What do I do next? Yes! Create a model. How many total boxes will I have? Correct! I
will have five! How do you know that? Yes, there are five people. How many parts will
my box be divided into? Very good! 4 parts. How do you know? Yes! It is 3/8 of a pound.
So how many boxes do I color in? Correct! Two boxes each. Now, what is my next step?
Yes! I will create an equation! Where do I get my numbers? Very good! From my model.
What am I multiplying? 3/8 and 4. So what is my answer? Yes! 12/8. You all did a
wonderful job
II. Opportunity for Practice:
The teacher will project word problems on the board and have students work the
problems on their white boards. Now that you all know how to represent these word
problems with pictures and equations, it is time for you to practice and show me what
you know. I am going to pass out the white boards and markers. This is not a time for you
to draw pictures. You have a white board to work these problems. If you choose to not
work the problems, then I will give you a piece of paper instead of the white board. I am
going to project word problems up on the board. I will give you time to work the problem.
When you are finished, turn your board over on your desk so that no one else can see it.
Then I will ask you to show me your board at the same time. Teacher passes out board,
markers, and napkins. She projects the first problem on the board. Will someone read the
problem for me? Remember we are representing the problem with a model and an
equation. Teacher waits for all students to finish. Hold up your boards. What are some
answers that you got? Hold up your finger if you got a different answer. How did you
work your problem? Did anyone want to change their answer or figure out what you did
wrong? The teacher records all the information on the board. She projects the second
problem on the board. Will someone read the problem for me? Remember we are
representing the problem with a model and an equation. Teacher waits for all students to
finish. Hold up your boards. What are some answers that you got? Hold up your finger if
you got a different answer. How did you work your problem? Did anyone want to change

their answer or figure out what you did wrong? The teacher records all the information
on the board. She projects the third problem on the board. Will someone read the problem
for me? Remember we are representing the problem with a model and an equation.
Teacher waits for all students to finish. Hold up your boards. What are some answers that
you got? Hold up your finger if you got a different answer. How did you work your
problem? Did anyone want to change their answer or figure out what you did wrong?
The teacher records all the information on the board. Great job! I would like one person
to bring the trash can around and collect the napkins. One person can collect the white
boards, and one person can collect the markers.
III. Assessment:
Now, it is your turn to show me what you know. I have a worksheet that has five
word problems on it. Under the problem, you will show me a visual representation of the
problem and an equation for the problem. Under that, you will write the solution. Does
anyone have any questions? I know that you all will do a great job! When you are
finished, turn it over, and you may get a book to read. Teacher passes out the assessments
and then collects them as students finish them.
IV. Closure: Now, I want you to think of a time when you had to multiply a fraction and
whole number. If you havent had to, think of a time that you may in the future. Take a
couple minutes to think about it. Teacher gives students time to think. Can anyone give
me their example? Teacher records the examples on the board.
Materials and Resources:
PowerPoint
White Boards
Markers
Paper Towels/Napkins
Worksheets
Pencils
Differentiation Strategies (including plans for individual learners):
Green: Students will create new word problems and exchange them with a small group to solve
each other.
Red: Students will use manipulatives to represent the problems and then create an equation.
Data Analysis:
After collecting the worksheets, I analyzed the results. This time, I was surprised to see
that only two out of the fourteen had some missing elements to the worksheet. Sixteen out of the
twenty-four students scored at least an 80% and were considered proficient. I think one of the
reasons for the higher success was the amount of practice provided during the teaching and
practice portions. Additionally, the worksheet was broken up into smaller pieces. This could have
helped with student motivation to complete the assignment.
Reflection:
Overall, I think this lesson went well. I was able to engage students throughout the entire
lesson by asking lots of questions, guiding them through the steps. They also got to practice these
problems on the classroom set of whiteboards. They did a great job using these in the appropriate
way. I think one of the weaknesses could have been its repetition. This could quickly cause
disinterest. Next time, I would also want to be more attentive to struggling students from the
beginning to involve them more in the lesson and intentionally ask those students questions.

Samford University
Design for Learning

Name: _________________

Date: __________________

Multiplying Fractions
1. Darren practiced piano 4 days this week. He practiced 2/3 of an hour each day.
How many hours did Darren practice piano this week?
Model

Equation

Answer: ___________________

2. Six friends ate pizza for dinner. They want to order enough pizza so that each
person can eat at least 2/5 of a pizza.
How many pizzas should they should order?

Model

Answer: ___________________

Equation

3. On Monday, Sheila watched 5 episodes of a show. Each episode lasted of an

hour. How long did it take Shelia to watch the episodes?

Model

Equation

Answer: ___________________

4. Leonardo uses 2/3 of a bottle of green paint to paint each picture of a forest.
He plans to paint 2 pictures of forests.
How many bottles of green paint will Leonardo use?
Model

Answer: ___________________

Equation