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
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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.Slide4Slide5
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?Slide12Slide13
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…
Slide14Slide15
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