Shannon Thorne

A. Title of the Lesson: That Fine Line Between a Numerator and a Denominator

B. Context of Lesson
a. The students will explore how to multiply fractions during this lesson. They
will know from previous lessons what fractions look like visually (diagrams,
representations, manipulatives, etc.) and that fractions are representative
of parts of a whole. This lesson will come at the end of the multiplying part
of the multiplying and dividing fractions. The students have already
learned the visual representation as well as the algorithm of multiplying
fractions. This will be a review of multiplying fractions before going onto
dividing fractions. Students will look at fractions less than one, mixed
numbers, and fractions greater than one. The students will be using a
deck of cards as a manipulative to help them reinforce their ability to
multiply fractions.

C. Learning Objectives and Assessment

Learning Objective UKDs How will it be assessed?

Understand the process of U1 Examples on the board

multiplying fractions that and white boards
are less than one, greater Exit Card
than one, and mixed
numbers,

Know that a numerator K1 Background knowledge;

represents the number students should be able to
above the line in a discuss while completing
common fraction. Multiplying Fractions
Activity

Know that a denominator K2 Background knowledge;

represents the number students should be able to
below the line in a common discuss while completing
fraction the Multiplying Fractions
Activity

Know that a reduced K3 Background knowledge;

fraction is equivalent to the students should be able to
original fraction. discuss while completing
the Multiplying Fractions
Activity
Use visual representations D1 Grid Section of Multiplying
to understand and describe Fractions Worksheet
how fractions are multiplied

Calculate result of D2 Multiplying Fractions

multiplying two fractions Worksheet

D. Related 2009 Virginia Standards of Learning

6.4 The students will demonstrate multiple representations of multiplication
and division of fractions.
6.6 The students will
a.) multiply and divide fractions and mixed numbers
b.) estimate solutions and then solve single-step and multistep practical
problems involving addition, subtraction, multiplication, and division of fractions.

Related 2016 Virginia Standards of Learning

6.5 The student will
a) multiply and divide fractions and mixed numbers
b) solve single-step and multistep practical problems involving addition,
subtraction, multiplication, and division of fractions and mixed numbers

E. Materials Needed
a. Bags of Starburst for hook
b. Deck of playing cards
c. Multiplying Fractions Worksheet
d. Playing Card Mat
e. Warm-up to be collected
f. Exit quiz that will be collected

F. Hook: The Starburst activity will really hook the students attention. Not only are
they looking at fractions in a different way, but candy always gets students
attention.

G. Closure: To end the lesson, we will do an exit card. This is very similar from the
warm up and is to assure that the students have learned or at least sparked their
memory of how to multiply fractions.
 H. Procedure
Time Mathematical Tasks to be Used
5 I will then hand out the warm-up which
minutes is the pre-assessment. This will be
done individually. This is to assess
their knowledge before the multiplying
fraction activity.
5 The students will be put into groups
minutes and then each group will be given a
bag of different colored Starburst. The
students will need to count the
Starbursts and figure out the fractions
for each color compared to the whole.
During this time I will walk around and
see how students are doing with
making fractions out of the Starburst.
We will then discuss as a class the
fractions that the groups came up
with. The fractions should all be the
same between the groups so we
should have the same answers.
10 I will do three examples on the board
minutes and we will work them out together as
a class. Students will write them on
their white boards. These examples
will began with a simple problem. The
second two problems will be a bit
more challenging and will be mixed
numbers that we have to make
improper before multiplying.
Anticipated Student Comments,
Questions, Actions and Strategies
The students will complete the pre-
assessment to the best of their
ability. They are told that this is not
for a grade, that it is just for me to
see what they know.
I will do an example of the fraction
represented by the yellow
Starburst, showing them how the
fraction will be if there are three
yellow Starburst and 5 total.
I will write the following examples
on the board and we will discuss
them together as a class.
2 1 2 1
- x = =
5 2 10 5
1 3
- 1 x3 =4
6 7
2 1 3
- 2 x1 =3
5 2 5
If needed, I will come up with a few
more examples so we can practice
a bit more before the activity.
5 Next, I will introduce the Playing Card
minutes Mat Activity and Multiplying Fractions
worksheet that goes along with it. The
student will then we separated into the
same groups they did the opening
activity with.
I am not anticipating any student
questions or comments when
introducing the Play Card Mat
Activity.

20 Each group will be given a deck of For the mixed numbers, this will
minutes cards (A=1 J=11 Q=12 K=1). Students have to be done off of the mat
are to randomly pick cards and assign since the mat only has space for a
them to a place in their starting fraction less or greater than one.
numerator and denominator spots.
The students will need to do 2 that the
fractions are less than 1, two that they
pick improper fractions, or fractions
greater than one, and then for the last
two, they will pick six cards and do two
problems with mixed numbers. They
will place their four starting cards on
the mat, figure out what the resulting
fraction would be, and then do a visual
representation for each combination of
cards. They will be recording the
results of the activity on their
Multiplying Fractions Worksheet. They
will need to do at least two visuals on
the multiplying fractions worksheet.
The teacher will walk around during
this to informally assess how the
groups are doing as well as help any
groups that are having difficulty.

10 After the students have filled out their
minutes worksheets and had some time to play
with the Card Mat, we will share out
about some of the example that the
groups found. Each group will be
responsible for sharing one of their
examples. We will write it up on the
board and discuss what other students
Student may have questions on
problems that their peers shared.
They will first ask their peers these
questions and then if their peer
cannot answer the questions, then
I will step in and answer their
questions.
 think the answer will be. One student
from each group will come up to the
board and draw the representation so
all other students can follow along.

5 The class will end with the exit card.
minutes This is very similar to the warm up and
is to show the students growth from
the beginning of the lesson to the end.
This should be easier for the
students from the beginning of the
class because it is after we have
done a lot of practice throughout
the class with multiplying fractions.

I. Meeting the Needs of All Students

a. The students are grouped together based on their varying ability, so the
higher level students are able to help the middle and lower level students
depending on the difficulty of the problems.
b. Multiple representations are presented in this activity, so various learning
processes are addressed. In addition, the limited word use makes this
activity accessible to ELL students.
c. There will also be the reading specialist teacher in the classroom, and if
need be, the six students that she is there for can get in a group so she
can work closely with these students.