Multiplication With
Fractions Part 1
Academic Coaches – Math Meeting
April 12, 2013
Beth Schefelker
Bridget Schock
Connie Laughlin
Hank Kepner
Kevin McLeod
Sharing Coaching Experiences
Professional Practice from March:
Engage in a coaching conversation with your
teachers around these ideas.
Operating with Fractions Progression
 Multiplication Situations
Turn and Talk
Share an “a-ha” moment from the conversation.
Either your “a-ha” or your teacher’s “a-ha”.
Does Order Matter?
• What does it mean to multiply a fraction by a
whole number?
• What does it mean to multiply a whole
number by a fraction?
Learning Intentions & Success Criteria
We are learning to ….
Understand multiplication with fractions using
meaningful visual models and real-world
contexts.
We will be successful when we can ….
Recognize, represent, and contextualize
‘groups of’ and ‘parts of’ problems involving
multiplication with fractions.
Ribbon and Bows
Connie is making bows for her grandchildren.
Each bow takes ¾ yard of ribbon. She needs 7
bows. How many yards of ribbon does she
need?
Make a visual representation
Write an equation that represents the problem
Solve the problem
One Meaning of
Multiplication with Fractions:
‘Groups of’ Problems
6 x ⅔ 6 groups of ⅔
Tell a story
 Draw a representation of your story
4.NF.4 Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number.
(c) Solve word problems involving multiplication of a fraction by a whole
number, e.g., by using visual fraction models and equations to represent the
problem.
House For Sale!
Elena and Roberto are deciding which house to
buy. The first house has a lot that is 6 acres. The
2
second house’s lot is as large. What is the size
3
of the second lot?
Make a visual representation
Write an equation that represents the problem
Solve the problem
Second Meaning of
Multiplication of Fractions:
‘Parts of’ Problems
3
5
x4
3
5
part of 4
Tell a story
 Draw a representation of your story
5.NF.4 Apply and extend previous
understandings of multiplication to multiply
a fraction or whole number by a fraction.
Does Order Matter?
• What does it mean to multiply a fraction by a
whole number?
• What does it mean to multiply a whole
number by a fraction?
‘Groups of’ vs. ‘Parts of’
Work in your table groups:
• Sort the cards as a ‘Groups of’ problem or a
‘Parts of’ problem.
• Use a representation to help you sort the
cards.
• As you worked through the problems, how did
your thinking evolve?
Learning Intentions & Success Criteria
We are learning to ….
Understand multiplication with fractions using
meaningful visual models and real-world
contexts.
We will be successful when we can ….
Represent, contextualize, and justify ‘groups of’
and ‘parts of’ problems involving multiplication
with fractions.
Reflection
Consider these two Standards for Mathematical
Practice:
 MP2. Reason abstractly and quantitatively.
 MP6. Attend to precision.
Select one, describe how this standard was
evident when multiplying fractions. Use specific
examples to explain your reasoning.
Professional Practice
Use a variety of resources to find contextual
situations involving multiplication with fractions.
Bring a sample of a ‘groups of’ and ‘parts of’
problem to the April 26th ACM meeting to share.