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* *Reflection: Problem-based Approaches
Multiplying Fractions (Day 2) - Section 6: Ticket Out

My students have been working so hard as they complete skill based problems of adding, subtracting, and multiplying with fractions and whole numbers. To solve one problem, many steps are required. It takes perseverance to complete all of the steps needed to work through a problem from start to finish. For the majority of the week, I have asked students to work with problems in isolation, rather than in a context. This is important because students need time to practice these new skills.

In isolation, students are able to demonstrate mastery of these skills. Moving forward, I will begin to mix these skills together in problem-based tasks. Determining when to add, subtract, or multiply fractions is a another channeling skill that students need to develop next.

This salmon problem is an example of this type of problem that I will incorporate more of moving forward.

*So many new skills!*

*Problem-based Approaches: So many new skills!*

# Multiplying Fractions (Day 2)

Lesson 5 of 13

## Objective: SWBAT solve problems involving multiplying fractions (and whole numbers).

#### Homework Menu (April)

*10 min*

The homework menu for the month of April emphasizes geometry. CCSS 5.G.3 and 5.G.4 focus on categorizing shapes based on their properties and attributes. In order for students to access this standard, they must have a solid foundation in geometric terms. Throughout their elementary school experience, students learn about many geometric terms. It is important to refresh these prior learnings.

To do this, students work on two self-directed assignments to review and prepare students for in class lessons that will be coming in the end of April.

For the first assignment, students create a book of geometric terms. The list of terms is provided, but students have freedom to create/design the book in any way they wish. These books will be used a reference material for in class lessons.

The second assignment requires students to complete four lessons in the text book to review prior content and prepare students to categorize shapes. Within these lessons, students have the freedom to select any 2 (or more) of the problem solving problems in each of the lessons.

Then, students complete a 3-2-1 reflection sheet about the experience. This reflection is intended to hold students accountable to the learning process.

Students are given these assignments at the beginning of the month. There are two different due dates and students are responsible for breaking the assignments into smaller parts. Those who need support with this are given a calendar with the assignments broken down into smaller parts.

When assignments are broken down into smaller parts, the students' bring their work into school more frequently so I can monitor their progress to make sure they get the most out of the assignment (rather than a last minute cram). At the start of the year, all students are offered this modification as a choice. Students who have demonstrated that additional support is needed for quality homework completion are provided with these supports.

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#### Warm-up

*15 min*

As students progress through the practice in this lesson, they will encounter problems that involve both multiplying fractions and multiplying fractions by whole numbers. Students use drawings and reasoning to represent whole numbers as fractions.

The purpose of this warm-up is to help students see why 5 can also be represented as 5/1.

As a class, we use division, models, and drawings to prove this is true. Then, through interactive modeling we solve 15 x 3/5 together. Using two strategies (divide 15 wholes into 5 equal parts then multiply that by 3) and also 15/1 x 3/5.

I use informal assessment to determine if more guided practice is needed.

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#### Independent Practice

*30 min*

Students work in pairs for an extended amount of time today. Multiplying fractions and whole numbers are new concepts that require practice. While students are working I post fraction skill building blocks on the board as a reminder.

• simplify

• convert mixed numbers to improper fractions

• convert improper fractions to mixed numbers

• fraction bar represents division

• multiplying fractions means changing the size of the parts (find a piece of a piece)

This anchors students' thinking and reminds them to use all prior knowledge to complete just one problem.

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#### Ticket Out

*5 min*

Students apply fraction skills they have learned to solve a real life problem. We are currently working with a local fish hatchery and Trout Unlimited chapter to help restore salmon to the Merrimack River. We have a salmon tank with 300 eggs in our class. At this time of year, the salmon are becoming fry, and will soon be released.

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##### Similar Lessons

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###### Expressing Fractions, Mixed Numbers, and Division Expression

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Environment: Urban

- LESSON 1: Fraction Bars Represent Division
- LESSON 2: Multiplying Fractions by Whole Numbers (Day 1)
- LESSON 3: Multiplying Fractions by Whole Numbers (Day 2)
- LESSON 4: Multiplying Two Fractions (Day 1)
- LESSON 5: Multiplying Fractions (Day 2)
- LESSON 6: Multiplying Mixed Numbers
- LESSON 7: Multiplying Fractions to Find Area
- LESSON 8: Making Sense of Multiplying Fractions
- LESSON 9: Problem Solving (Different Operations with Fractions)
- LESSON 10: Introduction to Dividing Whole Numbers by Fractions
- LESSON 11: Dividing Unit Fractions by Whole Numbers
- LESSON 12: Skill Based Mixed Review
- LESSON 13: Multiplying and Dividing Fractions Unit Assessment