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Sept. 8 th…Please copy your Agenda for the week. Sept. 8 th…Please copy your Agenda for the week.

Sept. 8 th…Please copy your Agenda for the week. - PowerPoint Presentation

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Sept. 8 th…Please copy your Agenda for the week. - PPT Presentation

You need Your journal 2 colored pencilsyour choice of color Pencil Ruler Glue Please glue your quiz into your Journal Then head the next clean page Multiplying Fractions Common Care Standards ID: 678463

area pan journal fractions pan area fractions journal draw models model problem fraction brownies problems multiplication multiplying brownie multiply

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Slide1

Sept. 8th…Please copy your Agenda for the week.You need:

Your journal

2 colored pencils…your choice of color

Pencil

Ruler

Glue

Please glue your quiz into your Journal. Then head the next clean page “Multiplying Fractions”.Slide2

Common Care Standards:6.NS – Use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense

.

MATERIALS: pencil, Journal, ruler, colored pencils are helpful, and glue.Essential Questions:• How can a fraction model help us make sense of a problem? • How can making equivalent fractions and using models help us solve problems?• How can modeling an area help us with multiplying fractions?

Multiplying FractionsSlide3

Strings

Multiply: 4 x 4

4 x 2 4 x 1What does 4 x 4 mean?What pattern do you see?Draw an area model showing each multiplication problem.Slide4
Slide5

StringsMultiply 4 x ½

4 x ¼

Do you see the same pattern?Draw an area model of these problems.____________________________________________________Multiply and draw area models for the following strings: 6 x 4 6 x 2 6 x 1 6 x ½ 6 x ¼Homework: Explain the area models to your parent(s) tonight and ask them to draw an area model for 8 x ½.Slide6

Please have the parent homework ready to show me.You need a pencil, Journal, colored pencils, and a ruler.

Please head your Journal for today:

9/9/15 The Brownie Pan ProblemsSlide7

September 8, 2015 Practice and HomeworkMultiply and draw area models for the following strings: 6 x 4 6 x 2

6 x 1

6 x ½ 6 x ¼Homework: Explain the area models to your parent(s) tonight and ask them to draw an area model for 8 x ½.Slide8

½

½

½½ ½ ½ ½ ½

½

½

½

½

½

½

½

½

8

½

4

8 x ½ = 8/2 = 4Slide9

The Brownie Pan Problem

You have made 3 square pans of brownies for a party. One-third of each pan was eaten, leaving each pan 2/3 full.

Draw a picture of what this would look like. CCSS.6.NS.1 Apply and extend previous understandings of multiplication and division to fractions.Essential Questions:• How can a fraction model help us make sense of a problem? • How can making equivalent fractions and using models help us solve problems?

• How can modeling an area help us with multiplying fractions?Slide10

You have made 3 square pans of brownies for a party. One-third of each pan was eaten, leaving each pan 2/3 full.

1 pan 1 pan 1 panSlide11

You have given away 2 of the 3 pans. You keep one pan that is 2/3 full.After school you and your friends need a snack. You ate ½ of the pan that was 2/3 full.

What would your pan look like now?

What part of the pan is left?What number sentence represents what you just did?Slide12
Slide13

Practice:

x

. Then draw the models in your Journal.

S

how the algorithm.

D

to show

x

. Then draw the models in your Journal.

Show the

algorithm

. (THINK!! Can you simplify?)

Answers on next slide…

 Slide14
Slide15

Create area models and write the algorithm for each of the following problems.1/5 of 1/31/5 x 2/3

2/5 x 2/3

3/5 x 2/34/5 x 2/3What pattern do you see?Did you “regroup” or “simplify” if possible? Slide16

Answers to previous slideSlide17

Multiplication of Fractions with an Area Model…Journal notesGlue the handout into your Journal to use as a reference.Draw a model for the 2 problems at the bottom of the page in your Journal.Slide18

Independent practiceGlue the handout “Problem 3.1 A Model for Multiplication” into your journal.

Complete parts A, B, C, and D for tomorrow.Slide19

Answers to parts a, b, c, dSlide20

What to study for your next quiz:Be able to draw an area model for a story problem where you would multiply a fraction by a fraction (like the Brownie Pan).

Be able to multiply a whole number by a fraction and a fraction by a fraction using the algorithm, given a contextual problem.Slide21

Multiplying Fractions by Fractions: The Brownie Pan Problem Extension.

GOAL:

Use models to represent the product of two fractions. Understand that finding a fraction

of

a number means multiplication.

TASK:

Jackie and Jonah are selling brownies at the Husky Howl fundraiser. Ms. Vogt and Miss

Schell put their money together to buy

an entire pan for $12.00.

Mrs.

Goodfellow

bought 1/3 of 1/5 pan of brownies. How much did she pay?

Mr.

Topping

bought 2/3 of 1/5 pan of brownies. How much did he pay?

Mr.

Starry

bought 2/3 of 2/5 pan of brownies. How much did she pay?

Mrs.

Hallenberger

bought 2/3 of 4/5 pan of brownies. How much did she pay?Slide22

Mr. Topping