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Multiplying Fractions by Whole Numbers: Recipes

  Classroom Resource Information  

Title:

 Multiplying Fractions by Whole Numbers: Recipes

URL:

 https://aptv.pbslearningmedia.org/resource/midlit11.math.splfract/multiplying-fractions-by-whole-numbers-recipes/

Content Source:

 PBS
Type: Interactive/Game

Overview:

In this blended lesson supporting literacy skills, students watch videos and complete interactive activities to learn about fractions and learn how to perform certain operations with fractions. Students develop their literacy skills as they explore a mathematics focus on multiplying fractions by whole numbers. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
16. Apply and extend previous understandings of multiplication to multiply a whole number times a fraction.

a. Model and explain how a non-unit fraction can be represented by a whole number times the unit fraction.

Example: 9/8=9 x 1/8

b. Extend previous understanding of multiplication to multiply a whole number times any fraction less than one.

Example: 4 x 2/3= 4 x 2/3= 8/3

c. Solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem.

Examples: 3 x 1/2, 6 x 1/8
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Model and explain a fraction as a multiple of a unit fraction.

    • Example: 5/3 = 1/3 + 1/3 + 1/3 + 1/3 + 1/3 or 5 x 1/3 or (5 x 1)/3.
  • Multiply a whole number times any fraction less than 1 and justify the product.

    • Example: 5 x 2/3 is 5 sets of two-thirds, which is ten-thirds. or 5 x 2/3 = 5 x (2 x 1/3) = (5 x 2) x 1/3 = 10 x 1/3 or 10/3.
  • Solve word problems involving multiplying a whole number times a fraction using a visual model and equation to represent the problem.
Teacher Vocabulary:
  • Whole number
  • Fraction
  • Non-unit fraction
  • Unit fraction
  • Fraction less than one
  • Fraction greater than one
  • Visual fraction model
  • Equation
  • Decompose
  • Recompose
  • Compose
Knowledge:
Students know:
  • Models or equations to represent multiplication situations.
  • The fraction a/b is equivalent to the unit fraction 1/b being iterated or "copied" the number of times indicated by the numerator, a.
Skills:
Students are able to:
  • Model and explain how a non-unit fraction can be expressed as multiplication.
  • Multiply a whole number times any fraction less than one.
  • Solve word problems involving a whole number times a fraction using a visual fraction model and equation to represent the problem.
Understanding:
Students understand that:
  • Previous work involving multiplication with whole numbers can be extended to fractions in showing multiplication as putting together equal-sized fractional groups.
  • Problem solving situations involving multiplication of a whole number times a fraction can be solved using a variety of strategies, models, and representations.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.16.1: Recognize fractions in their simplest forms.
M.4.16.2: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
M.4.16.3: Demonstrate an understanding of fractional parts.
M.4.16.4: Apply properties of operations as strategies to multiply and divide.
M.4.16.5: Recall basic multiplication facts.
M.4.16.6: Define multiple.
M.4.16.7: Compare two fractions with the same numerator or the same denominator by reasoning about their size.
M.4.16.8: Recognize that comparisons are valid only when the two fractions refer to the same whole.
M.4.16.9: Record results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
M.4.16.10: Name the first ten multiples of each one-digit natural number.
M.4.16.11: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
M.4.16.12: Solve simple fractions using multiplication strategies.
M.4.16.13: Recognize equivalent forms of fractions.
M.4.16.14: Multiply proper fractions with common denominators 2-10.
M.4.16.15: Solve word problems using whole numbers.
M.4.16.16: Write number sentences for word problems.
M.4.16.17: Identify key terms in word problems.
M.4.16.18: Multiply and divide within 100.
M.4.16.19: Recall basic multiplication facts.

Prior Knowledge Skills:
  • Define fraction, numerator, and denominator.
  • Identify the parts of a fraction a/b as the quantity formed by a parts and size 1/b.
  • Label numerator, denominator, and fraction bar.
  • Identify parts of a whole with two, three, or four equal parts.
  • Distinguish between equal and non-qual parts.
  • Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of.
  • Demonstrate conceptual understanding of adding or subtracting 10 using concrete models.
  • Recognize the place value of ones, tens and hundreds.
  • Count forward and backward by 100.
  • Count forward and backward by 10.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.15 Model decomposing fractions having like denominators, using visual fraction models (limit to half and fourths).
English Language Arts
ELA2021 (2021)
Grade: 4
22. Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text.

a. Cite evidence to explain the author's perspective toward a topic in an informational text.
Unpacked Content
Teacher Vocabulary:
22.
  • Analyze
  • Events
  • Procedures
  • Ideas
  • Concepts
  • Informational texts
22a.
  • Cite
  • Evidence
  • Author's perspective
  • Topic
  • Informational text
Knowledge:
22. Students know:
  • Informational text often describes events, procedures, ideas, or concepts.
22a.
  • Authors of informational text have personal perspectives or viewpoints that are reflected in their writing.
Skills:
22. Students are able to:
  • Use specific information in informational text to describe events, procedures, ideas, or concepts.
  • Explain the causes and effects of the events described in text.
22a.
  • Identify and explain an author's perspective toward a topic in informational text.
  • Provide textual evidence to support their explanation of the author's perspective.
Understanding:
22. Students understand that:
  • They can use information from the text to examine and interpret events, procedures, ideas, or concepts from informational texts.
  • Some informational text will explain the causes and effects of certain events.
22a.
  • Authors of informational text have views and opinions about the topics they write about, and their perspectives will be reflected within the text.
Tags: fraction, informational text, multiply fraction by whole number, recipe
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Author: Stephanie Carver
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