See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to connect multiplying and dividing whole numbers by one to multiplying and dividing fractions by 1.
Students participate in a Think Pair Share. I call on students to share out their thinking. For problem 3, I am looking to see if students connect their answers to problem 1 and 2. Some students may use an algorithm to solve these problems. What is important to me is that students can explain their answer and why their answer is correct (MP3).
We work on these problems together. I want students to recognize that with each new rectangle the shaded amount does not change, but the number and size of the parts increase or decrease. This allows for us to use multiple names to represent the same fraction. These fractions are equivalent because they have the same value, but they look different. Students will work on developing a strategy for generating equivalent fractions and simplifying fractions in the next section.
I tell students that their job is to work on the problems in the next section and come up with a strategy to generate multiple fraction names for the same quantity. I have students work in partners. Students are engaging with MP8: Look for and express regularity in repeated reasoning. As students work, I walk around and monitor student progress and behavior.
If students struggle, I may ask them some of the following questions:
If students successfully complete their work, they move on to work on the challenge problems.
For Closure I ask students, “What does it mean if two fractions are equivalent?” Then I ask them to share out their strategies for generating equivalent fractions and simplifying fractions. I want students to connect that they are multiplying by forms of one and then to connect this with the rectangular models. Write 7/10 on the board. I say that I am going to create an equivalent fraction whose denominator is three times the size of the original denominator. What is the new denominator? What must be the new value of the numerator? How do you know? When students understand equivalence they can apply it to figuring out how to add and subtract fractions.