Multiplying Fractions by Whole Numbers
BEFORE
TEACHER WILL:
STUDENT WILL:
 Review with the class what they
 Contribute to class discussion.
already know about fractions (parts
of a whole/group, whole numbers)
and multiplication (equal groups).
 Describe expectations for group
work: I’m asking you to think really
hard. I want you to show your
answers using more than one
strategy.”
 Pass out materials.
CO-TEACHING STRATEGY IF APPLICABLE
DURING
TEACHERS:
SUBJECT:
Gwen Walton
Multiplying Fractions by Whole Numbers
STANDARD:
 4.NF.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to
multiply a fraction by a whole number.
OBJECTIVE (EXPLICIT):
 I can multiply a fraction by a whole number using manipulatives and/or drawings.
EVIDENCE OF MASTERY (MEASURABLE):
Student will have a completed problem worksheet to review.
ADVANCE PREPARATION FOR LESSON:
 Students should be comfortable with a variety of strategies for one-digit multiplication.
 Students should have a strong understanding of the meaning of multiplication, especially
the use of equal groups.
 Students should have a strong understanding of fractions.
KEY VOCABULARY:
MATERIALS:
 fractions
 fraction circles (1 set /group)
 multiply
 other manipulatives (fraction strips,
unifix cubes, base 10 blocks, etc…)
 equal groups
 crayons or colored pencils
 whole number
 problem worksheet (included)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
“I want to order pizza for the class. If each student eats 1/4 of a pizza, and we we have 30
students, how many pizzas will I need to order?”
TEACHER WILL:
 Circulate the class and facilitate
group discussions.
 Take note of different
strategies/materials being used.
STUDENT WILL:
 The students should be devising
their own approaches to solve the
problems.
 Some will add and some will use

AFTER
Determine which students you will
ask to share. Remember that your
goal is to help students develop
effective strategies that illustrate the
meaning of multiplying fractions.
CO-TEACHING STRATEGY IF APPLICABLE

concepts of multiplication.
Draw their solution.
TEACHER WILL:
STUDENT WILL:
 When most groups have finished the
 Share their strategies with the class
problems, invite several to share
and a neighbor.
their strategies and materials used.
 Create a written response to the
activity in their math journal.
 Try to examine every type of
strategy used in the room. At this
point do not share the standard
algorithm.
 To close the lesson, ask students to
think about their favorite strategy
and/or manipulative used from
today. The students could discuss
this strategy and why they like it with
a partner and/or they could write
their response in a journal.
CO-TEACHING STRATEGY IF APPLICABLE
Sharing Procedure
1. Display the student’s drawing and/or materials. You may use a document
camera or have the student copy their work onto the board.
2. Ask the student to explain their reasoning for each step.
3. Ask questions to determine the student’s level of understanding, “Why did
you…”
4. Allow the class to ask the student math specific questions about the strategy.
5. To ensure others are listening, have each student explain the strategy to a
neighbor.
6. Make any clarifying statements about the strategy.
7. Invite a new student to share a different strategy.
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for each eruption. How much vinegar will be used if 5 volcanoes are
erupted?
2. Sam is baking chocolate chip cookies for the class. The recipe calls for ¾
cup of sugar. He wants to make 3 batches of cookies. How much sugar
will he need?
3. Kyra’s family sells fresh squeezed orange juice at a farmer’s market. On
Monday, they squeezed 15 bottles of juice. On Wednesday, they
squeezed 4/5 the amount of juice they squeezed on Monday. How many
bottles of juice did Kyra’s family squeeze on Wednesday?