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Multiplying Fractions
OUTCOMES/OBJECTIVES AND STANDARDS
Objectives/Learning
Outcomes:
Students will estimate products of fractions (more or less than x)
Students will use models to represent the product of two fractions .
Students will understand that a fraction of a number means multiplication.
Standards:
■ PA Pennsylvania Academic Standards
• Subject : Mathematics
• Area 2.2: Computation and Estimation
• Grade 2.2.8: Grade 8
■ Standard B.: Add, subtract, multiply and divide
different kinds and forms of rational
numbers including integers, decimal fractions, percents and proper and improper
fractions.
• Area 2.4: Mathematical Reasoning and Connections
• Grade 2.4.8: Grade 8
■ Standard D.: Construct, use and explain
algorithmic procedures for computing and
estimating with whole numbers, fractions, decimals and integers.
• Area 2.5: Mathematical Problem Solving and Communication
• Grade 2.5.8: Grade 8
■ Standard A.: Invent, select, use and justify the
appropriate methods, materials and
strategies to solve problems.
■ Standard B.: Verify and interpret results using
precise mathematical language, notation
and representations, including numerical tables and equations , simple algebraic
equations and
formulas, charts, graphs and diagrams .
Prerequisite Skills :
Working with number lines and fractions
Beginning understanding of multiplying fractions
ASSESSMENT OF STUDENT LEARNING
Assessment
Activities/Rubric:
Homework 68, 10, 38, 39
MATERIALS AND TECHNOLOGY
Student Materials:
Book, notetaking paper
Teacher Materials:
Teacher book, marker board, markers
Use of Technology
(where appropriate):
LESSON SEQUENCE AND PROCEDURES
Introduction (Hook):
Our homeroom has drawn a thermometer to keep track of how close we
are to Dr. Wiser's goal for us and our own class goal for the food drive.
Dr. Wiser's goal is half of our class goal. What if I said we had 2/3 of
Dr. Wiser's goal? How much of our class goal is that? I'm asking for 2/3
of 1/2. ( Draw sideways thermometer (number line). Divide into 1/2. Divide
each half into thirds. Shade 2/3.)
Sequence of
Instruction ( Step 1,
Step 2...):
1. Review homework (1015 mins).
2. Hook (3 mins)
3. Page 35, A1. Estimate together (4 mins)
4. A2, Solve 1a together, bd independently (3 mins)
5. Review answers (1 min)
6. A3, talk about patterns ( multiply numerators , multiply denominators ) (2 mins)
7. A4 Do together (3 mins)
8. B1 Solve together, rest of B independently (7 mins)
9. C talk as a class (2 mins)
10. D indepedently (3 mins)
11. Review D. (2 mins)
Closure/Wrap Up:
Homework p 41 #68, 10, 38, 39
Students will continue to move from models to algorithms in this Investigation.
Independent Practice
(where approriate):
Homework 68, 10, 38, 39
Differentiated
Instruction:
Students may use "brownie pan" model, number line model, or the algorithm at
this point.
Homework will be written on the board for those who finish
quickly to
begin.
Possible FollowUp
Activity:
Homework / PSSA Review
LESSON ANALYSIS AND REFLECTION
Analysis:
Reflection:
The number line model seems to be making more sense to them; when
given the option to solve problems using the brownie pan method or the
number line method , they choose the number line method.
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