## Reflection: Modeling Multiplying Fractions by a whole number Using Models - Section 2: Let's Talk About It

A large percentage of my students did not see the connection between the mathematical model and the problem they were solving. Some students did not use equal parts when they were creating their models, and some students failed to shade the correct amount of parts given away.   I wanted them to see that if 6 people were getting 2/3 of a candy bar then it would be the same as

6 x 2/3 or 2/3 + 2/3 + 2/3 + 2/3 + 2/3 + 2/3

Therefore, I think it would have worked better if I would have modeled first on video how to represent the given pieces by using multiplication, addition, and mathematical models. This would have demonstrated how to pay attention to detail.

Teacher's Model

Modeling: Teachers Model

# Multiplying Fractions by a whole number Using Models

Unit 3: Number & Operations-Fractions
Lesson 14 of 21

## Big Idea: Using a mathematical model, students will be able to visually see the process of how to multiply a fraction by a whole number to find its product in order to gain a deeper understanding to ultimately be able to do it on their own.

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Standards:
Subject(s):
Math, modeling, multiply fractions
75 minutes

### Carol Redfield

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