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# Unit 11, Lesson 1 Multiplying Fractions and Whole Numbers March 20, 2012

GLCES: N.FL.05.20: Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness. N.FL.06.04: Multiply and divide any two fractions, including mixed numbers, fluently.

Lesson Objective: Students will be able to perform the steps of the algorithm independently and successfully in order to multiply a whole number by a mixed number. o Key elements of algorithm: When multiplying whole number by fraction, denominator of whole number should be one. Multiply numerator by numerator Multiply denominator by denominator Divide the answer in order to reach the simplest form. Students will be able to apply math in real-life situations that are presented in the form of a story problem.

Action Plans/Differentiating Instruction Structure of lesson will revolve around I Do, We Do, You Do format in order to scaffold thinking and gradually increase independence. Small group instruction for further intervention Extended homework time for students who do not need further intervention.

Lesson Procedure Write student friendly objective on the board. o We will be able to multiply a whole number by a mixed number on our own. (guide to thinking) Keep checking yourself. Do you feel like you can do this? I Do: o 8x o Talk through problem. What is this problem really asking? 3/4, 8 times (3/4 + + + + + + + 3/4) But since we have multiplication we can do this much quicker. I need to put a one as the denominator in the whole number. Why? Visual -> is three out of four parts. 8 is eight whole parts. I need to multiply the numerator and the numerator together. 8 x 3 is 24. Why does this work? When you add, you are just adding the numerators together. Multiplication is repeated addition.

I need to multiply the denominators together. Why? When you add, you do not touch the denominator. Am I changing the denominator if I am multiplying it by one? No. 4 x 1 is still 4. (reference repeated addition). 24/4. We need to divide. Why? We always need to work with the simplest answer. 24/4 is really just 24 divided by 4. The fraction mark is another way to represent division. 24 divided by 4 is 6. We Do: 1/7 of 14. of is another way of saying multiply. (dont get caught up on terms) o Have students guide thinking. Probe/guide only where needed. Ask questions.. why, why, why o No participation -> Think-Pair-Share. Talk about steps with people around you. Everyone should have an answer when we come back as whole group. I Do: 3/7 of 14 o Independent check for understanding. Walk around as students work independently. o Come back as whole group. What answers did we get? o If all right, allow time for homework. o If not all right, check step by step. Figure out where students went wrong. If majority, do another example. o If only a few left confused, allow rest of the students to start HW, do more examples with small group in front of class.

Assessment Informal: o Students will guide through steps during We Do. How many students are participating? How accurate are their suggestions? o Students will try independently during You Do. How many students reached an accurate answer? At what step did students struggle? Formal: o Homework assignment (p. 278 Ind. Prac. 7-21 odds, problem solving #43)