Backward Design Lesson Plan Template

Title:
Multiplying Fractions
Time: 75 minutes
Strand:
Number Sense and Numeration

Subject/Course: Mathematics
Grades: 8

Lesson Description
Students will tackle a real life problems using the multiplication of mixed fractions and develop
their understanding of the concept.
Stage 1: Desired Results
Fundamental Concepts/Skills
The multiplication of mixed fractions
Big Ideas/Essential Question
To understand the concept of mixed fraction (e.g. 1= 1.5 or

)
2

The operations of mixed fractions are the same as with fractional numbers
We use mixed fractions in many real life situations
Ontario Curricular Overall Expectation
-

Solve Problems involving fractions

Ontario Curricular Specific Expectation

- Represent the multiplication and division of fractions, using a variety of tools and
strategies (e.g., use an area model to represent
multiplied by
) (Representing and
1

communicating process expectations)

-

Solve problems involving addition, sub- traction, multiplication, and division with
simple fractions and mixed (problem-solving and reasoning process expectations)

Lesson Goals
Work with manipulatives to figure out mixed fractions
Problem solving with fractions
Understand that the concept of multiplying fractions remains the same even with mixed
fractions
Demonstrate proficiency in multiplying mixed fractions
Be able to represent proper fractions as mixed fractions and vice versa
Key concepts and/or skills to be
Background Knowledge:
learned/applied:
Multiplication of mixed fractions
Student will be able to represent fraction
using manipulatives and pictures
Students will understand the difference
between the numerator and the denominator
Understand the concept of repeated addition
and repeated subtraction
Have knowledge of how to multiply whole
numbers by fractions
Students understand the concept of
multiplying proper fractions
Students have an understanding of fractions
Understand the area model for

multiplications
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
Tables of 4 students
Tables will be positioned in a way that allows
for movement around the room.
Activities use groups of 4
Materials will be set up prior to class
Materials
Fraction tables
Manipulatives (fraction circles, linking
cubes, two sided counters)
Large papers for the group activity
Scissors

Considerations
This lesson will be mostly the students
working together, being able to
understand when students stop
working and start messing around

Accommodations
The many different manipulatives and strategies
Any student specifics needs would be addressed
Stage 3: Learning experience and instruction
Minds on (_15_MINS):

Studentswillbegivenafractioncard(Sheet1)atthestartofclass.Thiswillintriguethemintowantingtoknowwhythey
havethesecards

Therewillbedifferentfractionsplacedindifferentareasoftheclassroom(1, 1, and so on)

Ateachfraction,therewillbemanipulativesavailabletoworkwith

Thestudentswillthengoovertothefractionnumberthatisequivalenttothefractiontheyreceivedatthebeginningof
class

Studentswilldebriefintheirgroupsandheardifferentstrategiesusedtofigureoutwhytheyhadanequivalentfraction

Whenready,studentswillsharetheirstrategieswiththeclass.Theclassdiscussionwillbebasedonthedifferentstrategies
usedtoformulatesolutions

Action (_45_ MINS):

The first activity is going to be a problem. (30 minutes)
This problem will be shown to the class:
Alex and Josh have been craving bread. Their recipe calls for 1 cups of flour. They are
planning on making 5 batches of bread. How much flour should be used?
Students will be working in groups of 4 and will be challenged to create solutions using
manipulatives and pictures of whole and fractional circles.
Once groups have figured out a couple of solutions, they will share them for a class
discussion.
All groups will present their solutions and as a class we will find the limitations of
manipulatives (difficult to work with larger denominators)
Following that discussion, I will show the class an example of how we can use the area
model to multiply mixed fractions the same way we multiply proper fractions. I will use
1 x 5 and have students come up with the area model with me based on their
previous knowledge of the concept. Students will understand that mixed fractions can be

used the same way whole numbers are used in this model. Once this has been shown,
students will test out the theory with self-created multiplications with their groups.

The second activity will be Team Mixed Fraction War (15 minutes)
It is based off the card game war; students are given a fraction table each (Sheet 2),
along with the equivalent fraction cards already cut up (Sheet 1 from Minds on
activity). After students cut up their fractions, the groups of 4 will be split into two
teams of 2. Each pair blindly draws one card each, multiplies them together and the
team that has the highest multiplication wins the round. This is continued until one team
has all the cards. (15 minutes time limit)
This activity will allow students to work on multiplying mixed fractions, and hopefully
develop their understanding.
Time will be split into two different sections. The first 7 minutes, students will only be
allowed to use the area model to get the answers and prove their reasoning. The
second 7 minutes, students will have access to manipulatives to help with their
strategies.
If groups finish early, in either activity, they can try to create a problem of their own
which they will then solve.

Consolidate Debrief (_15_ MINS):

Discuss with the class the concepts they learnt today. The following questions can be asked:
What is similar or different between multiplying whole numbers or mixed fractions?
What strategies can be used with mixed fractions?
Was anybody surprised by these strategies?
Ask if any students found other strategies for multiplying mixed fractions during the Fraction
War.
Give the students one last problem for their table to solve:
Stephanie is learning how to drive. Her parents make a deal with her that for every hour of
homework she does, they will give her 1 of driving lessons. Stephanie did 2 hours of
2

homework this week. The challenge is to show how many different ways you can show that
Stephanie will get 3 hours of driving lessons this week from her parents.
1

Groups will have the opportunity to bring the problem home with them and find different
solutions. We will start the following lessons with the different ways of showing the results.
Link to Future Lessons
Division of proper fractions and mixed fractions
Assessment
Informal checks and observation will be used this lecture, I will be walking around the
room and listening to the discussions going on within the groups; I will be asking
questions to stimulate groups discussions if need be.

Reflection of Lecture:

References:

Ontario. Ministry of Education (2005), Public and Catholic District School Board Writing
Partnership. TIPS4RM: Targeted Implementation and Planning Supports for Revised
Mathematics, Eighth Grade, Unit 5: Fractions and Percents

Wiggins, G. & McTighe, J. (2005). Understanding by design: What is backward design?

Retrieved June 4, 2008 from
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d 62108a0c/?
chapterMgmtId=4188fa36dfcaff00VgnVCM1000003 d01a8c0RCRD

5
3

10
6

15
9

20
12

7
4

14
8

21
12

28
16

11
6

22
12

33
18

44
24

7
5

14
10

21
15

28
20

Appendix

Sheet 1: Equivalent Fractions

Sheet 2: Fraction War Tables

2 12

2 28

2 23

2 124

2 87

2 103

2 18

1 63

1
2

1
3

1 35

1 45

2
5

5
6

2 16

2 27