## Reflection: Modeling Multiplying Fractions to Find Area - Section 3: Guided Practice

Note: I found that I should have included this non-example in my guided practice because three pairs of students asked me a question about a similar example in their class work.  I ended up regrouping the class during their independent practice to talk more about cross canceling to simplify.

I did not include a non example (a situation where students might think simplifying is possible). When I teach this lesson again,  I will incorporate a problem like this one:

• 3/4 x 1/4

into the guided practice to help students develop a better understanding of what cross canceling means, when you can and cannot use it, and how it relates to simplifying.

It is important, when circulating around the room, for me to identify student errors and then investigate why these errors are appearing.  This investigation helps me to help my students improve/correct their mathematical thinking.

Modeling: Non-Examples are helpful teaching tools

# Multiplying Fractions to Find Area

Unit 4: Multiplying and Dividing Fractions
Lesson 7 of 13

## Big Idea: Students practice multiplying mixed numbers for the purpose of finding area.

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Standards:
Subject(s):
Math, Number Sense and Operations, Fractions, multiplying fractions, area, Critical Areas
60 minutes

### Julie Kelley

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