Faculty Name: Luetrina Taylor
School: Melissa Manning
Grade Level: 5th
1 Teaching objective(s)
1. The teacher will introduce the concept of multiplying
fractions .
2. The student will multiply a fraction by a fraction using arrays.
2 Instructional Activities
The teacher will introduce the lesson by reviewing
fractions and passing out
manipulatives needed to complete the anticipatory set. Model the example:
Have children fold the paper (hotdog style)
into 4ths. Unfold and color in 3
of the 4 sections,
Fold the same paper the other direction (hamburger style)
into 3rds. Unfold
and color in (on the same side) 2 of the 3 sections, ( 2/3rds).
This graphic only re presents the additional
folds and coloring. Because parts have already been
folded and colored, the next graphic is the actual
representation of your final product .
You should have a grid of 12 sections. The sections that have overlapping
colors (represented by the orange squares in the graphic ) are the answer to
your problem. (answer is 6/12)
(30 min.)
Then say, "Today we will be multiplying a fraction by a
fraction." Write 4x3 on the dry
erase board, and have students make a 4x3 rectangle. Discuss with students that
they have
three rows of four. Repeat with 2x4, emphasizing two rows of four. Help them see
they
can use "of" for the multiplication sign . Have students look at the 4x3
rectangle they
made. Tell students this will represent one pound . Marvin had 1/3 lb. of apples
and ate
1/4 of what he had.
We want 1/4 of 1/3. Ask: How can we show this? Students
respond: Shade 1/4. They do
this:
How many parts do we show that are the same size as the
double-shaded square?
(12) What is 1/4 of 1/3? Answer: 1/4x 1/3 = 1\12
Repeat with other rectangles, continuing to add to the
list of results on the board. Discuss
the findings and have students look for a pattern that will work for all cases.
Have
students write the problem and the solution by each rectangle . Help students
draw the
conclusion that to multiply fractions, multiply their numerators and multiply
their
denominators . (20 min.)
3 Materials and Resources
Paper
Crayons
Dry erase board
Dry erase markers
Cubes
Workbook: Addison-Wesley Publishing Company, Using Manipulatives in the
Classroom: Copyright 1998
4 Assessment
♦ As students are working, the teacher will walk around the room and observe
the students. I will be looking for: students understanding the concept, and all
students participating.
♦ Folded paper exercise will be taken up and evaluated based on completion
of
the activity.
♦ The concept covered will be on chapter test.
