any of the sections the same size? How is that possible “Are with different fractions of a operation does this activity show? Explain your “Which thinking.” a let’s review our findings so that we can move on to the “As next step of our planning.” See Attachment #6 Park Section – “Eco Planner” (As a group, insert equivalent fraction with a denominator of 24 into the second column.) To connect the word to multiplication, pose the following questions “of” to students: To find the square for the Vegetable Garden, you found of 24 square feet. How many yards did that equal? Is there a mathematical equation to show how you solved this? () Continue with the remaining sections of the park to show multiplication equations. If you have time, students can add the sections to that it equals 24 square yards. As this activity concludes, please be cognizant of the Enduring Understanding: of a number by a fraction yields a “Multiplication product less than the whole number.” Exit Ticket: Attachment # 7
“Are any of the sections the same size? How is that possible with different fractions of a “Which operation does this activity show? Explain your thinking.” “As a let’s review our findings so that we can move on to the next step of our planning.” See Attachment #6 – “Eco Park Section Planner” (As a group, insert equivalent fraction with a denominator of 24 into the second column.) To connect the word “of” to multiplication, pose the following questions to students: To find the square for the Vegetable Garden, you found of 24 square feet. How many yards did that equal? Is there a mathematical equation to show how you solved this? () Continue with the remaining sections of the park to show multiplication equations. If you have time, students can add the sections to that it equals 24 square yards. As this activity concludes, please be cognizant of the Enduring Understanding: “Multiplication of a number by a fraction yields a product less than the whole number.” Exit Ticket: Attachment # 7
M_5_NF_B_4a_LP_MultFract.docx