Reflection: Checks for Understanding Mixed Number Multiplication - Section 4: Closure and Ticket to Go

 

Unit 4.9 Closure Visual.jpg

In the do now, many students rounded the factors to find an estimate.  Other students multiplied the whole numbers and then multiplied the fractions and added the two products together.  I made sure to bring up Homelie’s shortcut idea during the closure.  I asked students if it would work and to show why or why not.  Some students used the box method to show that Homelie was missing two products in the problem.  Other students were still thinking that Homelie’s idea could work.  I had the students figure out the answer using Homelie’s idea and using the box method.  Students were able to see that Homelie’s shortcut ended up being smaller than the box method.  She did not take into account ¾ x 3 and 2 x 1/3.  By asking this question, I was able to see what students were thinking and how much they understood about multiplying mixed numbers.

  Checks for Understanding: Is 3 1/3 x 2 ¾ the same as 3 x 2 + 1/3 x ¾?
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Mixed Number Multiplication

Unit 4: Fraction Operations
Lesson 10 of 19

Objective: SWBAT: • Create an estimate of a fraction multiplication problem. • Multiply mixed numbers using visual models.

Big Idea: How can we use diagrams to multiply mixed numbers? How can we multiply mixed numbers without using a diagram? Students apply what they know about multiplying fractions to multiplying with mixed numbers.

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16 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, adding fractions, multiplying fractions, master teacher project, 6th grade, multiplying mixed numbers, area model
  60 minutes
unit 4 9 image
 
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