### PPT

```Multiplication With
Fractions Part 2
April 26, 2013
Beth Schefelker
Bridget Schock
Connie Laughlin
Hank Kepner
Kevin McLeod
Learning Intentions & Success Criteria
We are learning to:
 Understand multiplication with fractions using meaningful
visual models and real-world contexts
 Understand the expectations of the Common Core State
Standards.
We will be successful when we can:
 Explain the standards progression and
 Recognize, represent, and contextualize ‘groups of’ and
‘parts of’ problems involving multiplication with fractions.
Paraphrase Multiplication
x
Multiplier
(units)
Groups of
Parts of
x
=
Starting Value
(units)
=
Product
(units)
“Groups of” or “Parts of”?
1.The walk from school to the public library takes 15 minutes.
When Anna asked her mom how far they had gone, her mom
2
said that they had gone 3 of the way. How many minutes had
they walked? (Assume a constant walking rate.)
2.There are 15 cars in Michael's matchbox car collection. Twothirds of the cars are red. How many red cars does Michael
have?
3. Wilma filled 15 glasses with
milk did Wilma use?
2
3
cup of milk in each. How much
‘Groups of’ vs. ‘Parts of’ Problems
From Professional Practice
Use a variety of resources to find contextual
situations involving multiplication with fractions.
Share your samples of ‘groups of’ and ‘parts of’
problems from the April 12th ACM meeting.
Foundation of Fractions
WHERE DO ‘GROUPS OF’ AND
‘PARTS OF’ FIT IN THE CCSSM?
Apple Pie…YUM!
After a class potluck, Emily has three equally sized
apple pies left and she wants to divide them into eight
equal portions to give to eight students who want to
take some pie home.
a. Draw a picture showing how Emily might divide the pies into
eight equal portions. Explain how your picture shows eight
equal portions.
b. What fraction of a pie will each of the eight students get?
c. Explain how the answer to (b) is related the
division problem 3÷8 .
Illustrativemathematics.org
Connecting Representations
1
3
8
3
8
1
3
8
38
Standards Interpretation Guide
4.NF.4a
4.NF.4b
5.NF.3
5.NF.4a
•Where do ‘Groups Of’ problems appear?
•Where do ‘Parts Of’ problems appear?
•Where does ‘fraction as a quotient’ appear?
Connecting Representations
1
3
8
3
8
1
3
8
38
With your shoulder partner, share one idea
that you understand more clearly now.
Nicolas’ Painting Service
Nicolas is helping to paint a wall at a park near his house as
part of a community service project. He had painted half of
the wall yellow when the park director walked by and said,
“This wall is supposed to be painted red.”
Nicolas immediately started painting over the yellow
portion of the wall. By the end of the day, he had
5
repainted of the yellow portion red.
6
What fraction of the entire wall is painted red at
the end of the day?
From Illustrativemathematics.org
Zach’s Lawn Service
Zach had 2/3 of the field left to cut. After
lunch he cut ¾ of the field that was left to
cut. How much of the whole field did Zach
cut after lunch?
VdW 2014
Zoo Cola
The Zoo Keeper had a huge bottle of
the animals’ favorite liquid treat, Zoo
Cola. The monkey drank 1/5 of the
bottle. The Zebra drank 2/3 of what
was left. How much of the bottle of
the Zoo Cola did the Zebra drink?
VdW 2014
Learning Intentions & Success Criteria
We are learning to:
 Understand multiplication with fractions using meaningful
visual models and real-world contexts
 Understand the expectations of the Common Core State
Standards.
We will be successful when we can:
 Explain the standards progression and
 Recognize, represent, and contextualize ‘groups of’ and
‘parts of’ problems involving multiplication with fractions.
Reflection
Share one idea about multiplication of
fractions that you understand more clearly
now.
Professional Practice
Interview a student in grade 5 (or higher)
 Use a problem from today’s session.
 Record the student thinking.
 Bring back the student work and some questions
you asked the student to facilitate student
thinking.
 Be prepared to share at the May 10th ACM
meeting.
```