- Author:
- MEGAN LEWIS
- Subject:
- Mathematics
- Material Type:
- Lesson Plan
- Level:
- Upper Primary
- Grade:
- 4
- Tags:

- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Text/HTML

# Education Standards

# Student Activity Page

# Multiplying Fractions by Whole Numbers

## Overview

This lesson's target is multiplying a fraction by a whole number by drawing a visual area model. Students will engage in one problem as a group, then try four problems on their own or in a partnership. There are suggestions for summarizing questions included, as well as a formative assessment.

The student activity page includes both the exploration questions (front) and the formative assessment (back).

**Student Learning Target:**** **Students will use an area model to model the multiplication of a whole number by a fraction.

**STAGE 1: Introduce***(Teacher: intentionally pose the problem/situation for students to consider)*

Use the slides to guide the lesson. Use a numberless format to introduce the first problem:

Marelvi is swimming laps in the pool at the YMCA. Each lap is 2/8 of a mile. If Marelvi swims 6 laps, how many miles does she swim in all?

**STAGE 2: Explore***(Students: work independently or in groups on an assignment that directly aligns with the SLT; Teacher: ask questions to promote further considerations by students and provide support as needed, determine the logical order for calling on students to share during the summarize portion and make notes)*

Pass out the Student Activity Page to each student. Allow them to work independently or in groups. Students may not finish all four problems -- this is okay. Make this a time-driven, not product-driven, activity. Allow 10-15 minutes of working. Circulate throughout and ask questions to guide students through any frustrations.

1.) If you drink 1/2 cup of milk each day, how many cups of milk will you drink in one week?

2.) Susan used 3/4 of a bag of potting soil in each flower beds in her orchard. If there are 6 flower beds, how many bags of soil does she need?

3.) Five friends each want to eat 2/3 of a chocolate bar. How many chocolate bars do they need to buy in all?

4.) Ben ran 4/5 kilometer each day for two days. Kam ran 2/5 kilometer each day for five days. Who ran further?

**Challenges/Misconceptions to prepare for**:

- Students may be unsure about how to partition their models. Guide them to identify WHAT in the story is being partitioned (contextualize) and then identify how it is being divided. This could avoid students partitioning using the whole number instead of the fraction's denominator.
- Students may get stuck on #1 with the idea of a "week". Guide the students to think about what a week means. If you need to tell a student, do so -- don't let this gap in vocabulary knowledge affect their ability to meet the student learning target.

**STAGE 3: Summarize***(Students: share their strategies and solutions; Teacher: ask HOT questions and intentionally use talk moves to deepen/assess students' understanding)*

Gather students back together and share answers and strategies. Consider asking the following questions:

- How did you decide where to start with your model?
- How can you write your answer another way?
- How can we write ____ wholes as a fraction?
- How is the whole in our model divided?
- Where in your picture can you see the whole?

Consider incorporating the following vocabulary words: **whole, fraction, numerator, denominator, partition, model**

**Stage 4: Formative Assessment***(Students: independently complete 1-2 problems directly relating to the SLT; Teacher: Collect and analyze to inform instruction)*

After the discussion, have students answer the following two questions independently. Sort the results into three piles (0 right, 1 right, 2 right) and use this to inform small-group instruction.

1.) A kitten eats 1/6 cup of food for breakfast and 1/6 cup of food for dinner every day. How much food will she eat in 3 days?

2.) Ailene is baking 15 pans of cornbread. She will cover 3/4 of the cornbread with cheese. How many pans of cornbread will be cheesy?