Reflection: Developing a Conceptual Understanding Fraction Multiplication with Clocks - Section 3: Student Practice


When teaching students about fractions in the past, I would have taught the rules due to limited time! For example: Whenever multiplying by a whole number, just multiply the numerator and whole number together. The denominator always stays the same.

With less standards, I'm able to teach my fraction unit over an extended period of time. Consequently, students were naturally using multiplication to represent the number of unit fractions in a whole (1/3 x 3 = 3/3) on day one. This has paid off at this point in the unit! 

In addition, I was so proud to see students using number bonds to decompose improper fractions. For example, this student, Student solving 1:3 x 8, explained that 8/3 = 3/3 +3/3 + 2/3. This helped him show that 8/3 = 2 2/3. 

  Developing a Conceptual Understanding: More Time for Effective Teaching
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Fraction Multiplication with Clocks

Unit 10: Fractions
Lesson 15 of 16

Objective: SWBAT multiply a fraction by a whole number.

Big Idea: Students will model how to multiply a fraction and whole number using a clock model, equation, and repeated addition.

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4 teachers like this lesson
Math, Measurement and Methods, Fractions, multiplying fractions by whole numbers, clock model, repeate, ruler, fraction equivalency, fraction tiles
  100 minutes
using a clock model
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