Date: February 24, 2017 Grade/Class/Subject: 5th Grade/Mr.

Lesson Length: about 60 minutes Quigley/Math

10:55 – 11:53
Content Objectives:
1. Students will be able use what they know about multiplication to multiply improper
fractions by proper fractions.
2. Students will be able to use what they know about multiplication to multiply
improper fractions by improper fractions.
3. Students will be able to write their answers that are improper fractions as mixed
numbers.

Language Objectives:
1. Orally engage in whole group and partner discussion about multiplying improper
fractions by proper and improper fractions.
2. Record in writing mixed numbers using a whole number and a proper fraction that
are clearly separate entities. The whole number should be as large as the entire
proper fraction and separated by a space.

Learning Objective: Mathematicians can multiply improper fractions by both proper and
improper fractions, and correctly simplify their answers to mixed numbers.

Essential Questions:
How do we multiply fractions?
How do we show multiplying fractions in a visual model?
How do we simplify fractions?

Standards Addressed:
CCSS.MC.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a
fraction or whole number by a fraction.

Supplementary Materials:
-Smart board and smart board markers
-Chart paper with math definitions / permanent marker
-Graph paper (2x21 pieces) / pencils
-Math textbook - p. 183
-Exit slip paper
Building Background:
Links to Student’s Background and Learning:
-Students have studied multiplication of proper fractions by proper fractions as well as how to
convert improper fractions to mixed numbers.
-Students also know mathematical definitions related to this section such as improper fractions,
mixed numbers, and the whole associated with the fraction.
Lesson Sequence:
10:55 - 10: 56 Setting Standards: Teacher will post in writing on the board and verbally state the
content and language objectives as well as the purpose of the lesson.
10:56 - 10:57 Stating Purpose of Lesson: We are going to learn how to multiply improper
fractions by both proper and improper fractions, and correctly simplify our answers to mixed
numbers.

10:57 - 11:17 Guided Practice: Teacher will review how to solve a problem with multiplication of
proper fractions using numbers and pictures. Then, the teacher will ask students to recall what an
improper fraction is (a fraction greater than or equal to one).

Teacher will then begin to model how to multiply 6/5 by 3/4s using pictures. Teacher will start out
asking students what 6/5s as a mixed number. Teacher can write out 6/5 = 5/5 + 1/5 = 1 1/5.
Then, she will draw 2 large rectangles because the first fraction is greater than one but not more
than two. Next, the teacher will split each of the 2 large rectangles into 5 vertical equal parts and
color in 6 of them with yellow. She will tell the students that the yellow represents the 6/5. Then,
she will split the picture into 4ths horizontally and will hash three of these horizontal rows. The
teacher will tell the students that this represents the 3/4s. The teacher will draw a new box split
into 20 equal pieces that will represent what 3/4s of 6/5s is. She will draw in using yellow and
hash the 18 pieces that were colored and hashed in the previous picture. She will tell students that
we found 18 pieces shaded twice out of our 20 parts that the whole is split into. Then, she will ask
the class what she can reduce that to. (9/10).

Teacher will then show how to do this mathematically, first by dividing by common factors and
then multiplying across just like we did with proper fractions to get 9/10.

Teacher will ask students what similarities and differences they see between multiplying improper
fractions by proper fractions and proper fractions by proper fractions. The similarity is that the
math works the same (divide by common factors then multiply across) and the difference is that
one number is greater than one.

Teacher will tell the students to use models to find 5/4 x 1/3. Students will use their graph paper
to do this. Answer is 5/12. Picture should have 2 rectangles split into 12s with 5 pieces double
colored.

11:17 – 11: 42 Independent Practice: Teacher will explain that students will now work in small
groups or with a partner to practice this skill on page 183 in the textbook. Teacher will ask
students to draw a picture for number 1-2 and then will allow them to choose if the picture is
helpful for them for the rest of the problems.

For students who finish early, teacher will have them come up with a word problem that involves
using improper fractions and solve it. Then, they will trade with their partner and have them solve
the other’s problem.

Checking for Understanding: Teacher will walk around and take a formative assessment on
students based on the conversations that they are having in their groups/with their partners and if
they are using the correct multiplication techniques as well as if their pictures make sense.
Teachers can ask the follow questions to groups:
 Is this a reasonable answer? (To have students talk through their answers and verbalize
their understanding of taking a part of a part that is greater than or equal to one)
 What do you need to do first, next, at the end? (Order that we have taught)
  Is your answer in simplest form?
 Do you see a pattern in the answers? (Smaller than the biggest number)
 Did you have a particular system? Please explain.
 If you estimated this next problem, how much would your answer be? (Showing
comprehension of process)

Teacher will tell the students that the time is up at 11:42 and students will share out a few of their
answers (2-3) and write their process and thinking up on the board for the class to see. Teacher
will ask students some of the above questions as well as other questions to make their thinking
clear and to stimulate deeper thought.

11: 49 – 11:53 Closure: Teacher will tell students that multiplying with improper fractions is the
same mathematically as multiplying with proper fractions, but the pictures are a bit different
because we are working with numbers greater than one.

Teacher will tell students that tonight they will complete workbook pages 147-148 for homework.

Teacher will ask students to fill out an exit slip regarding one thing they learned and one thing they
still have a question on. When they finish writing they can place it on the back table, get their coats,
and line up quietly for recess.

Assessment/s: Teacher will walk around and take a formative assessment on students based on
the conversations that they are having in their groups/with their partners and if they are using the
correct multiplication techniques as well as if their pictures make sense to determine if they
understand the new math concept.

Students will share their answers and how they got them with the class.

Students will complete an exit slip telling what they learned and what they are still confused about
which will guide my teacher practice for Monday.

Core Practices:
2. Makes learning objectives clear to students.
 I will be starting the lesson by posting in writing and orally stating the learning objectives as
well as having my students read some of them.
9. Uses questioning to stimulate thinking and encourages all students to respond.
 I will ask students higher order thinking questions during group work and while students
are explaining their answers to the class such as:
o Is this a reasonable answer? (To have students talk through their answers and
verbalize their understanding of taking a part of a part that is greater than or equal
to one)
o What do you need to do first, next, at the end? (Order that we have taught)
o Is your answer in simplest form?
o Do you see a pattern in the answers? (Smaller than the biggest number)
o Did you have a particular system? Please explain.
o If you estimated this next problem, how much would your answer be? (Showing
comprehension of process)
 I will also encourage students that don’t normally come up to the board to share their
thinking to come up. I may call on a student that is not raising their hand and tell them that
we will all learn by seeing their thinking and that they can call on their classmates/friends
for help if they need it. Also, the student may want to bring their partner up to the board
with them to help which would be perfectly okay to get them to participate.