PPT-Lesson 3: Multiplication of Fractions with a Whole Number.

Students will be able to decompose fractions additively and relate repeated addition to multiplication 4 x 13 13 13 13 13 and relate partitioning and sharing contexts to fractions division of numerator by the denominator. What is Whole Disk Encr yp tion Whole Disk Encr yp tion versus File Encr yp tion 4http://www.ific.org,http://www.cfsan.fda.gov/˜dms/foodic.html5http://www.google.com patternfreq. part inftheg? whole 488 part forfuseinjmakingg? whole 129 part -fortied whole 74 part from whole Raising and Reducing. Pizza. Pizza. 3/4. 6/8. 9/12. Multiply by 1. 5 x 1 =. 235 x 1 =. 2/3 x 1 =. a x 1 =. 5. 235. 2/3. a. What is 1?. . Rasing Fractions. . . . Rasing Fractions. A man walks into the pizza store and orders a medium pizza.. Multiplication and Division 9. 5 x 10 = 50. Multiplication and Division 9. 50 . x 10 = . 500. 500 . x 10 = . 5000. Multiplication and Division 9. 205 . x 10 = . 2050. 250 . x 10 = . 2500. 25 . x 10 = . 3/23/17. How do we multiply and divide fractions and mixed numbers?. How do we use models to multiply and divide fractions?. How do we estimate products and quotients of fractions?. Today We’ll Discuss. 23 20 15 25. Peter thinks that 20 is the odd one out Is he right?. Sally thinks that 15 is the odd one out. Is she right? . Mathematics at . Bathwick. St. Mary Primary School. Janie Everett. EDT 605. Week One Assignment. Brain Rules Lesson Plan . *All citations are listed in slide notes*. What are Brain Rules?. There are12 brain rules. Rules about how the brain works. Can be used to enhance business and educational settings. Numerator = # on top. Denominator = # on the bottom . . . (down. below). The Denominator. How many equal parts are described?. How many equal parts are in all (total)?. You can also write it: 1/2. Fraction Equivalence, Ordering, and Operations. Session Objectives. Examination of the development of mathematical understanding across the module . with a . focus . on the . Concept Development within the . 6.2.1 Multiplying Fractions. 6.2.2 Dividing Fractions. 6.2.3 Dividing Mixed Numbers. Multiplying Fractions. Step #1. : Multiply across the . top. of both fractions. Step #2. : Multiply across the . bottom. So what’s new about fractions in Grades 6-8?. SOL 6.4 . The student will . demonstrate multiple representations . of multiplication and division of fractions. . 2. Thinking About Multiplication. 3. 1. Remember that fractions are parts of a whole or a part of a set of objects. For example, if a bag of apples contains 10 apples and three of the apples are used to make apple tarts, three-tenths, 3/10, of the apples have been used and seven-tenths, 7/10, of the original set of 10 apples remain. .  . Can you name the parts of a fraction?. ?. ?. numerator. denominator. What sort of fractions / numbers are these:.  .  .  . ?. ?. ?. p. roper fraction. improper fraction. m. ixed number. Multiplying Fractions. Principle and Permutations. 4. Use the multiplication counting principle to determine the number of ways to complete a process involving several steps.. Use . factorials to count the number of permutations of a group of individuals. .