Math Methods

Direct Instruction Learning Guide: #2

A: Informational Components

Lesson Title: Multiplying and Simplifying Fractions

Grade Level: 5th Grade

State Standards Connection:

Standard 5.NF.6
Solve real-world problems involving multiplication of fractions and mixed numbers, for
example, by using visual fraction models or equations to represent the problem.

Standard 5.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.

-Objective: 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 using a visual fraction model. For example, use a 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.)

Standard 5.MP.2
Reason abstractly and quantitatively.

Standard 5.MP.3
Construct viable arguments and critique the reasoning of others.

Standard 5.MP.6
Attend to precision.

Lesson Purpose/Personal Objective:

Students will be able to multiply and simply two fractions in a given equation.

Vocabulary Focus: unit method, multiply and simplify method, and simplify and
multiply

Materials: white board, erase markers, pencils, templates

Anticipated Time Frame:

 Engage and Launch: 5 minutes
Explore: 10 minutes
Explain: 15 minutes
Extend: 10 minutes
Evaluate: 5 minutes

B: Instructional Procedures

Engage and Launch

Clearly state the learning objective and schedule for the lesson, which includes
unit method, multiply and simplify method, and simplify and multiply. Assess
prior knowledge. Do an interactive white board activity to access how well
students can simplify fraction and multiply fractions. Write the fraction on the
board for the students to see. Write a fraction multiplication equation the board.

Simply fractions could include:

Go over the process of how to multiply the numerator and the denominator.

Explore:

Introduce new vocabulary: unit method, multiply and simplify method, and
simplify and multiply. Use the doc cam. New material will be implemented with
each vocabulary term. Walk the students through each process. The problem
below will be used for each method process.

Equation: 2 15
3

Start with the Unit method. Have the class find 1/3 of 15 and then multiply by 2.
Ask for class feed back for the solution. What is the first thing that we should
do to solve this equation? Students should know to multiply across. Label the
solution the Unit Fraction model.
 Next, introduce the Multiply and Simplify method. We start as we did before.
Ask for class feed back for the solution. Label the solution the Multiply and
Simplify method.

Finally, the Simplify and Multiply method will be used. We start as we did
before. Before we do the multiplication in the numerator and denominator it easy
to see that 3 can go into both the numerator and the denominator. Show the
crisscross pattern students can use to find see if number can simplify.

Explain/Summarize:

Practice this a few more time with other equations. Then use the white board
and have students solve the problems together as a class.

Examples:

Review the process of the Simplify and Multiply method using an example that
shows how the process was completed incorrectly. Pass out the document to
each student. Give the students an allotted time to look over it with their tables.
After an allotted time, review the correct process on how to sole the equation.

See attachment on document below

Elaborate/Extend:

Each student will be given a worksheet that displays the material. They are to
work independently to complete it and then turn it in to the basket.

Evaluate/Assess:

The instructor will collect the worksheets to review. This allows the instructor to assess
how well the students understand the material.

Day 2:
During class center time, in his or her daily journal section, each student will read a story
problem that incorporates rounding. They will then have to use rounding to solve the problem.
A template will be provided.

Assessment: The instructor will review the math entries that the students completed. Each
students work will be assessed to determine if the class is able to use estimating/rounding
proficiently in a given math problem.

DAP:

Begins with assessment of prior knowledge

Brings real world problem solving into the classroom
Social and cognitive aspects of development are addressed
Students with a wide range of abilities should be able to participate throughout
Assessment is on-going, aligned with the curriculum, and completed in the
context of authentic problem solving.

Accommodations for Students with Disabilities and ELLs:

1. Explicit instruction-can include a checklist of what needs to be done and order it

need to be done in.
2. Transitional breaks between the outdoor and indoor activity
3. If needed, a student can work one with me during the activity
4. If needed, a discussion can take place at any time of an activity
5. Have supplies ready and easily accessible

Adaptations for Gifted/Talented, ELL and Special Education:

Handouts (attach)

Explain/Summarize:
Whats The Error?

Write a response to Puzzled Penguin.

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