Students will multiply fractions leveraging context and an area model and scale ratios in tandem.

Intentionality…

The purpose of the Day 4 activities is to reinforce key concepts from Days 1, 2 and 3. Students will engage in a string of related problems through a math talk and will have an opportunity to complete independent purposeful practice. They will continue investigating scaling a ratio in tandem through ration reasoning.

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.
• Ratio reasoning is when the units represented by a ratio are scaled in tandem.