Ask students to represent the skip counting from SMP 6: Attend to precision: Activity 1 with jumps on their number line. For As students are representing fractions on example, if students had 7 green triangles, or , their a number line, they need to label the number line consistently and appropriately. number line might look like this: Ask students to consider the following multiplication problem: 4 x and record different ways to represent it. Using Think, Pair, Share, ask the following questions. What does it mean? 4 groups of How would it be represented with skip counting? Repeated addition? + + + On a number line? Distribute Resource Sheet 3: Representing Multiplication of Fractions and ask them to record various ways to represent the following problem: 5 x Allow time for students to share their representations.
Ask students to represent the skip counting from Activity 1 with jumps on their number line. For example, if students had 7 green triangles, or , their number line might look like this: Ask students to consider the following multiplication problem: 4 x and record different ways to represent it. Using Think, Pair, Share, ask the following questions. What does it mean? 4 groups of How would it be represented with skip counting? Repeated addition? + + + On a number line? Distribute Resource Sheet 3: Representing Multiplication of Fractions and ask them to record various ways to represent the following problem: 5 x Allow time for students to share their representations. SMP 6: Attend to precision: As students are representing fractions on a number line, they need to label the number line consistently and appropriately.
Gr4_LP_4_NF_B_4MultFract.docx