Teacher can use fraction bars Student lays down job “We “Good and to multiply a fraction by a fraction bars to modeling the Student: whole number.” show the same multiplication Fraction multiplication array expression and Demonstrate making an Bars modeled by the counting each array by placing fraction teacher. Student group.” bars in rows as indicated points to/counts by the whole number in a each group of the given multiplication fraction. expression (e.g. 2x1/3=2 rows of 1/3, so lay down a fraction bar labeled 1/3 and say, is one group “This of 1/3,” and then lay down another fraction bar labeled 1/3 directly underneath it and say, is another group of “This 1/3”. Then say, have “We two groups of 1/3.”). Demonstrate using Student uses job using “Good counting or repeated counting or addition to find the product repeated addition to addition to of the multiplication find the product of find the expression. (E.g., for the multiplication product.” counting, point to each expression. fraction bar one at a time Say/select the and say, third, two correct product. “one thirds. So, 2x1/3 is two thirds.”) For repeated addition, point to each fraction bar one at a time and say, third plus “One one third is equal to two thirds. So, 2x1/3 is two thirds.”). Test Materials Teacher Student Response Teacher Feedback Says/Does
Teacher and Student: Fraction Bars “We can use fraction bars to multiply a fraction by a whole number.” Demonstrate making an array by placing fraction bars in rows as indicated by the whole number in a given multiplication expression (e.g. 2x1/3=2 rows of 1/3, so lay down a fraction bar labeled 1/3 and say, “This is one group of 1/3,” and then lay down another fraction bar labeled 1/3 directly underneath it and say, “This is another group of 1/3”. Then say, “We have two groups of 1/3.”). Student lays down fraction bars to show the same multiplication array modeled by the teacher. Student points to/counts each group of the fraction. “Good job modeling the multiplication expression and counting each group.” Demonstrate using counting or repeated addition to find the product of the multiplication expression. (E.g., for counting, point to each fraction bar one at a time and say, “one third, two thirds. So, 2x1/3 is two thirds.”) For repeated addition, point to each fraction bar one at a time and say, “One third plus one third is equal to two thirds. So, 2x1/3 is two thirds.”). Student uses counting or repeated addition to find the product of the multiplication expression. Say/select the correct product. “Good job using addition to find the product.” Test Materials Teacher Says/Does Student Response Teacher Feedback
ElementCardsMathGrade4.docx