GROUPING Individual/Partner NUMBER TALKS Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. Catherine Fosnot has developed problem which may be included in “strings” number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions, Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION In this task, students will use area models to demonstrate their conceptual understanding of multiplying a whole number by a fraction. Teachers should support good student dialogue and take advantage of comments and questions to help guide students into correct mathematical thinking. Comments The area of representing fraction is an important way for students to understand both multiplication and division of fractions. This task would allow students some freedom to create their own models and create a miniature book to represent the difference between multiplying a whole number by a fraction and dividing a whole number by another whole number. Task Directions Have students follow the directions on the area model recording sheet. Use the square below to draw an area model to represent the following multiplication problems. Use your area model to help you compute the answer to each problem. FORMATIVE ASSESSMENT QUESTIONS What did you notice when you multiplied a whole number by a fraction? Did this surprise you? Why or why not? How is multiplying a whole number by a fraction different than multiplying a whole number by another whole number? How is dividing a whole number by another whole number similar to multiplying a whole number by a fraction? DIFFERENTIATION Extension
GROUPING Individual/Partner NUMBER TALKS Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. Catherine Fosnot has developed problem “strings” which may be included in number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions, Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard) TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION In this task, students will use area models to demonstrate their conceptual understanding of multiplying a whole number by a fraction. Teachers should support good student dialogue and take advantage of comments and questions to help guide students into correct mathematical thinking. Comments The area of representing fraction is an important way for students to understand both multiplication and division of fractions. This task would allow students some freedom to create their own models and create a miniature book to represent the difference between multiplying a whole number by a fraction and dividing a whole number by another whole number. Task Directions Have students follow the directions on the area model recording sheet. Use the square below to draw an area model to represent the following multiplication problems. Use your area model to help you compute the answer to each problem. FORMATIVE ASSESSMENT QUESTIONS What did you notice when you multiplied a whole number by a fraction? Did this surprise you? Why or why not? How is multiplying a whole number by a fraction different than multiplying a whole number by another whole number? How is dividing a whole number by another whole number similar to multiplying a whole number by a fraction? DIFFERENTIATION Extension
CCGPS_Math_4_Unit4Framework.docx