ALEX Learning Activity

  

Multiplying Fractions

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Ginger Boyd
System:Geneva County
School:Samson Middle School
  General Activity Information  
Activity ID: 2575
Title:
Multiplying Fractions
Digital Tool/Resource:
Multiplying Fractions
Web Address – URL:
Overview:

In this interactive math learning activity from Math is Fun, students learn to solve multiplying fractions in 3 simple steps: multiply tops, multiply bottoms, and simplify. Students are able to watch a short video (16 seconds) demonstrating how to multiply fractions. They are given an example of a model and pen and paper solution for solving an equation and presented with a rhyme to help students remember the three steps for multiplying fractions.

This activity results from the ALEX Resource Development Summit
  Associated Standards and Objectives  
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).
Learning Objectives:

Students will be 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.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Provide the students with a link to the website Multiplying Fractions from Math is Fun. 

The class will begin by reading the webpage including the 3 simple steps to multiplying fractions aloud together from the website. (The teacher may also choose to show students the video of the lesson instead of reading the website together.)

After reading the 3 simple steps together, click on the link to watch a 16-second video of the 3 simple steps in action. 

Call the students' attention to the representation of the model of multiplying fractions using pizza. Ask students, "Can you think of a real-world illustration for multiplying fractions?" Draw a model of one in your math journal. Allow students enough time to respond while you circulate around the room watching for struggling students. Discuss examples of student drawings.

Then call the students' attention to the pen and paper example of multiplying fractions and have them write and solve the equation for the real-world equation that accompanies the model they have just drawn in their math journals. You may also choose to draw a model on the board and have the students write and solve the equation that matches your model. Allow enough time for students to write and solve their equations while you circulate around the room watching for struggling students. Then, discuss the students' equations.

Call students' attention to the rhyme for solving multiplying fractions in 3 simple steps. Read the rhyme aloud together. (You may choose to read this rhyme aloud together every day you are working lessons on this concept to help students commit the rhyme to memory.)

Scroll down and finish reading the rest of the webpage aloud with students. Call students' attention to multiplying a whole number by a fraction and putting the whole number over one.

Scroll down to the section titled YOOO TOOO and have students click on the link to complete the quiz. Students should complete all ten questions in this section for their assessment.
Assessment Strategies:

The ten questions in the section titled YOOO TOOO will be used as an assessment tool to check for mastery of the standard.
Advanced Preparation:

The teacher and students will need internet-connected devices to access the website. 
Variation Tips (optional):

The learning activity is also taught on a video from Math is Fun.  This is a great resource for struggling students to be able to watch the learning activity again at their own pace for better understanding. The video can even be assigned for home watching.

This learning activity could be completed as a whole class activity or as an individual activity.
Notes or Recommendations (optional):

ALCOS 2019

4.16). Apply and extend previous understandings of multiplication to multiply a whole number times a fraction.

4.16a). Model and explain how a non-unit fraction can be represented by a whole number times the unit fraction.
Example: 9/8=9 ×1/8

4.16b). Extend previous understanding of multiplication to multiply a whole number times any fraction less than one.
Example: 4 ×2/(3 )= (4 × 2)/3= 8/3

4.16c). Solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem.
Examples: 3 × 1/2, 6 × 1/8
  Keywords and Search Tags  
Keywords and Search Tags: compose, decompose, equation, fraction, model, multiplication, unit fraction, whole number