## SHOVELLING THE DRIVEWAY [DAY 2]

### MULTIPLYING FRACTIONS

Explore multiplying fractions conceptually using the area model to reason and prove.

## Intentionality & Unit Overview ### Access each lesson from this unit using the navigation links below

Students will multiply fractions leveraging context and an area model.

## Intentionality…

The purpose of the Day 2 activities is to reinforce key concepts from Day 1. Students will engage in a string of related problems through a math talk and will have an opportunity to complete independent purposeful practice.

The math talk and purposeful practice serve to develop a deeper understanding of the following big ideas:

Number:

• Multiplication can be interpreted as “groups of” or “parts of”, where the first factor is the number of groups, and the second factor is the quota;
• Multiplication can be represented using an array or area model;
• A part of a whole unit can be expressed as a fraction;
• A fraction described the number of parts relative to a whole;
• The fractional unit (the denominator) communicates how the whole is partitioned (number of parts);
• Equivalent values can be represented by different fractional notation (for example, $$\frac{1}{4}$$ is equal to $$\frac{3}{12}$$);
• The product when multiplying fractions is relative to the whole unit.

## Related String Of Problems

Present the contexts below one at a time. Ask the students to model the context and solve.

There was half of a chocolate bar on the table. Layla ate one third of the remaining chocolate bar. How much of the chocolate bar did Layla eat?

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Consolidate:

Write a multiplication sentence that could be used to represent each of the contexts.

Consider viewing each of the following silent solution animation videos to help you plan to model student thinking using an area model and then, symbolically.

Problem 1 silent solution:

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Problem 2 silent solution:

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Problem 3 silent solution:

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## While Students Are Practicing…

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## Questions: Multiplying Fractions

Allow students the opportunity to engage in purposeful practice without the use of a calculator to promote their fluency and flexibility with these concepts and to model their thinking:

Question #1:

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Question #2:

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Question #3:

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Question #4:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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## Educator Discussion Area

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## Explore Our 60+ Problem Based Units

This Make Math Moments Lesson was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, number talks and extensions to elicit and emerge strategies and mathematical models.

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