Middle School Lesson Plan Name: Miss Mariah Way Title of Unit: Fractions Title of Lesson: Multiplying Fractions

Grade Level: 6th Grade Goal: Students will learn how to multiply fractions. Objectives: 1. Students will compute multiplication fraction problems. Standards: 1. CCSS.Math.Content.5.NF.B.5 Interpret multiplication as scaling (resizing), by: 2. CCSS.Math.Content.5.NF.B.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. 3. CCSS.Math.Content.5.NF.B.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. 4. M05.A-F.2.1.2: Multiply a fraction (including mixed numbers) by a fraction. 5. Students should work flexibly with fractions, decimals, and percents to solve problems. (NCTM) 6. CCSS. Math. Practice.MP1 Make sense of problems and persevere in solving them. Knowledge: Prior: 1. Students should know how to add and subtract fractions. 2. Students should know how to multiply whole numbers. Present: 1. Students will learn how to multiply fractions. 2. Students will learn how to multiply mixed numbers.

Future: 1. Students will learn how to divide fractions.

2. Students will learn how to divide mixed numbers. Formative Assessment: 1. Calling on students to make sure that they can answer a question about multiplying fractions. 2. Walking around and seeing that students are answering fraction multiplication problems. 3. Give students an exit slip of three problems before leaving. Rationale: To understand how to multiply fractions and how the use of multiplying fractions can be used outside of school and help the students gain a better understanding of adding, subtracting, and dividing. Content Knowledge: Students should know how to add and subtract fractions. Students should know how to multiply whole numbers. Students should know how to multiply whole numbers and how to find the simplest form of a fraction.

Procedures: Lesson Beginning Scripted Introduction: Hello students, as you are coming in and getting settled, I would like you to take a look at the board and consider the four problems. They may be problems that you are not familiar with, but I would like for you to try. Think about what we did yesterday and the day before and work off of that. If you get finished with those, write two of your own problems that are similar to these two and solve them. If you still have time, swap your problems to a neighbor who is finished and solve each others. If you have different ideas about the problem, talk them over quietly! (The two bell ringer problems are listed below in Motivation). Students will be given approximately ten minutes to work on the four problems.

Introductory Review: Go over multiplying whole numbers with example numbers via a bell ringer. For example: 4X8= 32

Go over adding and subtracting fractions with example numbers via a bell ringer. += -=

Go over simplifying fractions with example numbers via a bell ringer. Simplify: 4/12 1/3

Motivation/Focus: Students will be solving problems using knowledge they have learned previously based on whole numbers, adding and subtracting fractions, and simplifying fractions. Students will be given two bell ringer problems including: 1. Multiply the following fractions by each other and simplify if necessary. X Answer: 3/8 2. Ellas lemon cookie recipe calls for of a cup of sugar. How much sugar would Ella use to make 3 batches of cookies? Answer: 3 X

Students will be called on and expected to answer how to do the next step in a sequence of example problems in front of the class.

Anticipatory Set/ Advance Organizer: I will have the questions for the bell ringer already up on the board for when the students get to class. I will have sample questions written throughout my lesson plan and students will provide other problems. I will provide students with their homework assignment at the end of class.

Lesson Development Instruction (presentation of content with student involvement): While going over the bell ringer problem students will show that to find the answers to the problems they have to multiply the two numbers.

I will call on two students for each problem to come up to the board and show how they got to their answers. Students will now know what the correct answer is yet. While those students are writing, the remaining students should be following their work and comparing answers. Once they have finished doing their problems I will ask one student to stay at the board and the remaining students to step off to the side. To get those who are at their seats involved, the students who are at the board have the three Who Wants To Be a Millionaire options where they can phone a friend, take a poll, or have two answers removed. Therefore students who are at their seats should be prepared to be called on by their peers and have an answer ready. I will ask the first student at the board to write this problem on the board and solve it: 4X2 Answer: 8

Then I will ask the second student to explain what four times two means in terms of repeated addition. Answer: 2 + 2 + 2 + 2 this also equals 8

The third student I will ask to look at the word problem and based off of what we did previously, explain how to find the answer to the word problem using repeated addition. Answer: + + or

The fourth student will be asked to answer the first bell ringer problem using the straight across multiplication method. Answer: X 3/8

Once the students are finished at the board I will ask them to take the first bell ringer problem and represent it visually. I will tell them to look at pages 368 and 369 in their books and to pay close attention to example one and problems one and two for ideas. Once it appears that everyone has something written down I will ask someone to come to the board and represent the first bell ringer problem visually. Answer:

Practice and Feedback: 1. Have students make up five of their own problems and give them to another student to answer. 2. Students will answer the five problems they are given. 3. Students will be given their original problems back and be expected to check the answers the other student gave. 4. If students are having trouble, they should ask their partner, or come to me for help. 5. If students get the answer wrong they should collaborate with each other to come to the correct answer and explain why it is correct. Student Involvement: 1. Students will be called on to come up to the board and show how they got the answers to their bell ringers. 2. Students will be called on to come up to the board to show what they would do next in a multiplication fraction problem. 3. Students may use any method to show how they got their answer and can come up to show the class. 4. Have students create their own problems and answer them or give them to another student to answer, and then have them check to see if the other student was correct. Lesson Ending Review and Closure: 1. Ask students if they have any questions about the lesson and go over them. 2. Give students an exit slip of 4 questions they are to answer before leaving class: 1. 2/3 X 5/6 Answer: 10/18 or 5/9 2. 9/10 X Answer: 27/40 3. 1 X 2 Answer: 4 1/8 4. The elephants at Norfolk zoo are fed of a barrel of corn each day. The buffalo are fed 3/5 as much corn as the elephants. How many barrels of corn are the buffalo fed each day? Simplify your answer. X 3/5 Answer: 9/20

Preview of Next Lesson: 1. Tell students what we plan to do next class which will be to review multiplication of fractions and to begin learning how to divide fractions. Homework: 1. Mixed Numbers by Fractions: a. P.366 #s 20, 25, 32, 50, 52, 54, 60 2. Fractions by Fractions: b. P. 370 #s 21, 22, 35, 42, 44, 46 If Time Activity: 1. Have a mini quiz using Socratic and tablets, phones, or computers for students to take and to see where they are in understanding multiplying fractions. 2. This If Time Activity would also work great as a form of formative assessment. Materials: dry erase markers, white board, washable markers, fraction squares References: Charles, Randall I, and Dossey, John A. Math. New York, New York and Glenview, Illinois: Scott Foresman and Addison Wesley, 1999. Print. Maloney, Tami. 5th Grade Math- Word Problems: Multiplying Fractions. 2012. Retrieved From: http://www.iq.poquoson.org/5math/5mathwordprobmultfrac.htm Mode: Large group discussion and small partner discussion. Special Adaptations: Teaching students the different ways to solve multiplying fractions. Anticipated Difficulties: 1. Students may not understand how to multiply fractions. 2. Students may not understand how to add and subtract fractions. Reflection: 1. I could make this lesson plan more fun by giving the students something to do that they would enjoy, like a game. 2. Students should have a prior knowledge of adding, subtracting, and simplifying whole numbers, therefore I could choose to spend a lot less time on going over them and spend more time on the new content. 3. I could have students do the methods to multiply the fractions before I tell them how and see where they stand in understanding the future material.