Objective

Warm Up

Guided Practice

Independent Practice

Closure

Advertising A Sale: Organic Veggies

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Objective

SWBAT find the area of a rectangle with fractional dimensions.

Big Idea

Help fix the sign at the shop, so the veggies don't rot!

Lesson Author

Jessica Field

Kenansville, NC

Grade Level

Fifth grade

Subjects

Math

Number Sense and Operations

Standards

5.NF.B.4a

Interpret the product (a/b) Ã q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a Ã q Ã· b. For example, use a visual fraction model to show (2/3) Ã 4 = 8/3, and create a story context for this equation. Do the same with (2/3) Ã (4/5) = 8/15. (In general, (a/b) Ã (c/d) = ac/bd.)

5.NF.B.4b

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

5.NF.B.5a

Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

5.NF.B.5b

Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n Ã a)/(n Ã b) to the effect of multiplying a/b by 1.

5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

MP1

Make sense of problems and persevere in solving them.

MP3

Construct viable arguments and critique the reasoning of others.

MP5

Use appropriate tools strategically.

MP7

Look for and make use of structure.

Warm Up

10 minutes

Interactive Technology

To review mixed numbers, we work with Study Jams website, Area of a Parallelogram, I click on "Step by Step", and the tutorial reminds students of the formula and reviews common measurement terms. It is very interactive, colorful, and engaging.

There are 4 "Steps", and then the answer. This varies the instruction the students receive from me. The almost comic like format and the different tone of voice leave an impression upon students of learning and fun in a new light.

Guided Practice

10 minutes

Time for the Advertising a Sale on Organic Tomatoes Problem problem!

For a) Students should see that they need to multiply the two fractions to find the area.

For b) I encourage a discussion on multiplying a number by a fraction greater than 1. Students should know that the product will be greater than the original number.

For c) Students should understand that they need to multiply the area from item a) by the scale factor.

For d) Students should/could make a table to show all of the possibilities of the sign's dimensions.

1a is using MP5, and a DOK Level 2 task; find the area of a rectangle with fractional dimensions.

1b is using MP3, and a DOK Level 3 task; Explain that multiplication by a fraction greater than one results in a product greater than the original number.

1c is using MP1, and a DOK Level 2 task; Find the area of a rectangle with fractional dimensions.

1d is using a MP7, and a DOK Level 4 task; Determine possible dimensions given an area and a scale factor.

Independent Practice

10 minutes

For independent practice today, students A, B, and C, D of Organic Cucumbers Problem about a new sign. The new, larger, sign is different dimensions, but actually results in the same answer. This makes students feel even more confident, and provides more support.

Students need to see a realm in increasingly difficult math problems reviewed with them over the next few weeks. This unit with do that, and review all of the objectives we've covered this year. I allow students to work by themselves for about 5 minutes, and then allow them to work with their table partners in a think-pair-share. Students have to attempt to solve this on their own, and therefore determine their weakness, and then can solicit help from a partner.