Reflection: Modeling Multiplying Whole Number with a Fraction - Section 2: Concept Development


As you can see in my video reflection, I needed to make adjustments to this lesson in between math classes.  My first class of students failed miserably when it came time to model improper fractions.  They did great multiplying a whole number with a fraction, but then got very confused when it came time to model the improper fraction to determine the whole number or mixed number.  One adjustment I made was that I emphasized the modeling aspect of this lesson much more in the two classes that followed my initial class.  The other component I changed or added was that I became much more explicit in the way I talked about the model as I modeled the improper fractions.  This change in vocabulary seemed to really help the later classes and I had far less confused/frustrated students. 

Another thing that I would do differently if I could do it all again is that I would start the lesson with the dog food scenario before reviewing and defining improper fractions.  I would make the connection about multiplication as repeated addition before modeling the improper fractions. I think both skills are important, but I think by giving students a context first, there may be less confusion and frustration from them.

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Multiplying Whole Number with a Fraction

Unit 5: Operations with Fractions
Lesson 1 of 14

Objective: SWBAT prove that a fraction a/b is a multiple of unit fraction 1/b

Big Idea: In this lesson, students will multiply a whole number with a unit fraction through modeling in order to build conceptual understanding.

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modeling improper fractions
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