I also wanted students to recognize that comparisons are valid only when the two fractions refer to the same whole. At this part of the discussion teacher can address guiding question 3 and guiding question 4 The product is the area that is double-shaded show below on purple Discuss Guiding Question 4: What is the rule to multiply fractions? The teacher will use the free application GeoGebra see download link under Suggested Technology to provide students with a visual representation of how area models can be used at the time of multiplying fractions. Rationale: It requires students to extend the models and strategies they developed to multiply fractions. This math practice can be use during the teaching phase while using GeoGebra to demonstrate and discuss the first problem. I encouraged students to think about money conversions to help them make further sense of fractions. I was so proud of my kids for successfully modeling their thinking using visual models.
Students will be given a assignment. Here's an example of completed work:. This is another important student misconception to address as students often overlook the importance of using the same size whole when comparing fractions. Students will be working with hands-on activities, which will reinforce the skill. Rationale: They multiply fractions efficiently and accurately as well as solve problems in both contextual and non-contextual situations with the use of area model. This will provide a nice segue into tomorrow's lesson:. After students had time to compare these fractions on their number lines, a couple students volunteered to share their thinking in front of the class.
Using GeoGebra and one other method graph paper and colored pencils student will use area models to multiply fractions and achieve 100% in the independent practice. After reviewing the on the first slide, we went on to the second slide of the presentation,. I knew that this presentation would engage students in Math Practice 7: Look for and make use of structure. After solving this problem on their boards, , students discussed their thinking with partners. Rationale: This math practice includes students' reasoning and explanations of how they use models, pictures, and strategies. If you are looking for another way to teach multiplication, check out these other methods and interactive notebooks. Using models when multiplying with fractions will enable students to see that the results will be smaller.
I explained: For continued practice today, I'd like for you to continue comparing fractions using the area method! Mixed up the numerator with the denominator and vice-versa. Third grade is the year of multiplication. My goal was to support students by providing them with the opportunity to explain their thinking and by asking guiding questions. Students must have prior knowledge and understanding of multiplying whole numbers. You'll see that my students really had a hard time with this concept! While students modeled their thinking, others continued to complete each comparison on their own white boards.
For even more practice, consider downloading the recommended multiplication worksheets that accompany the lesson. I wanted students to identify correct and incorrect visual fraction models, with attention to the number and size of the parts. Across the top write out one of the expanded form expressions, and down the left side write out the other expression. Students must show 100% mastery in the summative assignment in order for the skill to be considered mastered. Though it was most likely introduced to kids in second grade, third grade is when kids are tasked with mastering their times tables and developing a stronger understanding of this key operation. Practice Page To provide students with further practice, I printed a from. Again, students did a great job showing their thinking on their own mats: and.
Conferences Here, , a student determined that 42 was the least common denominator. In this packet you'll find a PowerPoint to show your students and six worksheets that will guide them through understanding this method. The teacher will use or the to visually discuss the problems randomly generated. Please show your thinking on your number line. The product is the area that is double-shaded shown below in purple : What is the value of this purple area? Comparison Strategy Posters Knowing that I didn't have the instructional time needed to delve deeply into each method of comparing fractions, for yesterday's lesson and today's lesson, I decided to expose students to a range of comparison strategies using posters. Some students struggled when some of the lines were missing: and. While some students needed direct instruction on finding common multiples to complete this practice page, most students were able to remember this procedure from a prior unit on multiples.
I began by introducing today's goal: I can compare fractions using area models. Resource includes: a Powerpoint which contains a video for visual learners from me, Explore task; differentiated guided practice, exit tickets and worksheets with questions supporting fluency, reasoning and problem solving. For today's lesson, I began with the strategies students were most comfortable with landmark fractions and moved toward less familiar strategies such as comparing the missing whole. I then asked the most challenging question of all: Which fraction is closer to one whole? I also wanted to encourage students to construct viable arguments by using evidence to support their thinking Math Practice 3. For each task today, students shared their strategies with peers sometimes within their group, sometimes with someone across the room.
Factors Definition - Numbers that are multiplied together Product Definition - The result to a multiplication problem During the Teaching Phase, the teacher will present the following problem: One half of Mrs. Dyslexic friendly font and powerpoint. Do you want to solve quietly and then check with each other? To begin the presentation, I intentionally provided students with two warm up tasks. A great tool for helping students understand and apply the area model. Caruso's garden is covered by black-eyed Susans? Jimenez new room that is an office What does the third of the lower half of the square represent? This guided lesson in understanding multiplication can help give third graders a leg up.
The assessment is designed to reinforce the concept of multiplying fractions. Ask students to describe what they noticed. I gave them many examples: Do you want to take turns talking out loud? Then I asked: How many more fourths do we need to get to a whole? Step 3 Add up all the numbers in the box, and you have your answer. One day last week there was an informational meeting about it, and I found myself next to a mom frustrated with new math. I was proud of him for carefully determining that 42 was the least common multiple for 6 and 7. Landmark Fractions We began by discussing how to use landmark fractions to compare fractions,.
Teachers can use the following example to demonstrate that answers can also be found using other methods such as folding paper or with the. Jimenez's new room covered by tiles Example 1 Using Area model to solve word problem Teacher: Ask students: What does the lower half of the square represent? We also discussed how to multiply the numerator and denominator by the same number to get an equivalent fraction. Teacher Modeling Next, we went on to and. Teacher will circulate continuously, monitor and check in with each group on their progress and understanding of the tasks. Again, students modeled this own their own white boards as well:. Next, this student identified the last non-example:.