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Multiplication With Fractions Part 2

Multiplication With Fractions Part 2. Academic Coaches – Math Meeting April 26, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod. Learning Intentions & Success Criteria. We are learning to:

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Multiplication With Fractions Part 2

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  1. Multiplication With Fractions Part 2 Academic Coaches – Math Meeting April 26, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod

  2. Learning Intentions & Success Criteria We are learning to: • Understand multiplication with fractions using meaningful visual models and real-world contexts • Understand the expectations of the Common Core State Standards. We will be successful when we can: • Explain the standards progression and • Recognize, represent, and contextualize ‘groups of’ and ‘parts of’ problems involving multiplication with fractions.

  3. Paraphrase Multiplication x = Multiplier x Starting Value = Product (units) (units) (units) • Groups of • Parts of

  4. “Groups of” or “Parts of”? • The walk from school to the public library takes 15 minutes. When Anna asked her mom how far they had gone, her mom said that they had gone of the way. How many minutes had they walked? (Assume a constant walking rate.) 2.There are 15 cars in Michael's matchbox car collection. Two-thirds of the cars are red. How many red cars does Michael have? 3. Wilma filled 15 glasses with cup of milk in each. How much milk did Wilma use?

  5. ‘Groups of’ vs. ‘Parts of’ Problems From Professional Practice Use a variety of resources to find contextual situations involving multiplication with fractions. Share your samples of ‘groups of’ and ‘parts of’ problems from the April 12th ACM meeting.

  6. Foundation of Fractions Where do ‘groups of’ and ‘parts of’ fit in the CCSSM?

  7. Apple Pie…YUM! After a class potluck, Emily has three equally sized apple pies left and she wants to divide them into eight equal portions to give to eight students who want to take some pie home. • Draw a picture showing how Emily might divide the pies into eight equal portions. Explain how your picture shows eight equal portions. • What fraction of a pie will each of the eight students get? • Explain how the answer to (b) is related the division problem 3÷8 . Illustrativemathematics.org

  8. Connecting Representations

  9. Standards Interpretation Guide 4.NF.4a 4.NF.4b 5.NF.3 5.NF.4a • Where do ‘Groups Of’ problems appear? • Where do ‘Parts Of’ problems appear? • Where does ‘fraction as a quotient’ appear?

  10. Connecting Representations

  11. Reading from Fraction Progression Read the Grades 3-5 Fractions Progressions on page 11. With your shoulder partner, share one idea that you understand more clearly now.

  12. Nicolas’ Painting Service Nicolas is helping to paint a wall at a park near his house as part of a community service project. He had painted half of the wall yellow when the park director walked by and said, “This wall is supposed to be painted red.” Nicolas immediately started painting over the yellow portion of the wall. By the end of the day, he had repainted    of the yellow portion red. What fraction of the entire wall is painted red at the end of the day? From Illustrativemathematics.org

  13. Zach’s Lawn Service Zach had 2/3 of the field left to cut. After lunch he cut ¾ of the field that was left to cut. How much of the whole field did Zach cut after lunch? VdW 2014

  14. Zoo Cola The Zoo Keeper had a huge bottle of the animals’ favorite liquid treat, Zoo Cola. The monkey drank 1/5 of the bottle. The Zebra drank 2/3 of what was left. How much of the bottle of the Zoo Cola did the Zebra drink? VdW 2014

  15. Learning Intentions & Success Criteria We are learning to: • Understand multiplication with fractions using meaningful visual models and real-world contexts • Understand the expectations of the Common Core State Standards. We will be successful when we can: • Explain the standards progression and • Recognize, represent, and contextualize ‘groups of’ and ‘parts of’ problems involving multiplication with fractions.

  16. Reflection Share one idea about multiplication of fractions that you understand more clearly now.

  17. Professional Practice Interview a student in grade 5 (or higher) • Use a problem from today’s session. • Record the student thinking. • Bring back the student work and some questions you asked the student to facilitate student thinking. • Be prepared to share at the May 10th ACM meeting.

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