MONDAY

NUMBER SENSE
Sarah was multiplying 623 x 12 and got an answer of 722.
Does this answer make sense? Why or why not?
• Today you will multiply two fractions

• I will know you have learned it when you can explain your thinking through equations and
models

• Vocab to use: fraction, “of ”, fraction

EXPLORE
• Part A:

• Part B:

While working in your group, please discuss the following:

• Terms to use: of, fraction
• How can we write this as an equation instead of a model?
EXIT TICKET

Solve this on your own:

WEDNESDAY
NUMBER SENSE
Susan said that 1/3 of 1 is 2/6. Does this answer make
sense? Why or why not?
• Today you will multiply fractions

• You will know you’ve learned it when you can show your thinking using an equation and
connect it to a model

• Terms to use: “of ”, fraction

EXPLORE
• Part A:

• Part B: Write a multiplication problem/equation from this model:

While working in your group, please discuss the following:

• Terms to use: of, fraction
EXIT TICKET

Solve this on your own:

THURSDAY
NUMBER SENSE
Melanie said that 3 groups of 1 ½ was 1/3. Is this answer
reasonable? Why or why not?
• Today you will multiply fractions

• You will know you’ve learned it when you can explain your solution path and show your
thinking in either an equation or a model

• Terms to use: “of ”, improper fraction

TEACHER MODEL & FIND
TOGETHER
John is building a stage for the school play for drama. The stage is
15 ½ feet long and 20 feet wide. Select all options that represent
the area of the stage, in square feet

A. 31/2 x 1/20
B. 30/2 x 20
C. 31/2 x20
D. 300
E. 310
EXPLORE
• Part A:

• Part B:

While working in your group, please discuss the following:

• Terms to use: of, improper fraction
EXIT TICKET

Solve this on your own:

FRIDAY
NUMBER SENSE
Jaron said that 2,671 divided by 20 is 4,571. Does this
answer make sense? Why or why not?
• Today you will multiply two mixed numbers

• You will know you’ve learned it when you can explain your solution path and show your
thinking in either an equation or a model

• Terms to use: “of ”, improper fraction, times

EXPLORE
• Part A:

• Part B:

While working in your group, please discuss the following:

• Terms to use: of, improper fraction, times
EXIT TICKET

Solve this on your own: