Schultz/MSSE 470M

Spring 2015

LESSON PLAN OUTLINE

Lindsay Pilong
A. TITLE OF LESSON: Fraction Multiplication
B. CONTEXT OF LESSON: The students understand what a fraction is, they can identify several ways a
fraction can be represented, and they know how to compare and contrast fractions, however, the
students have never seen any form of fraction multiplication. They are interested in fractions and will
be interested in learning how to work with them in a new way. This lesson is an appropriate lesson for
this class because now it allows them to learn more extensive ways fractions are used, and they will
be doing so through real examples, thus creating student interest in this new topic. The ability to
multiply fractions will enable the students to approach problems that require complex thinking.
C. LEARNING OBJECTIVES and ASSESSMENT:
Learning Objective

UKD#

How will it be assessed?

The procedure for multiplying fractions

K1

While students are working on the bingo

game we will be walking around to see if
students are using the procedure to find
their solutions. We will make sure that we
check in with each student at least once
and will have an observation checklist to
record, which students clearly know the
procedure and which still dont know it.

The procedure for fraction multiplication

U1

Students will be required to do an exit

ticket individually at the end of class. The
exit ticket will require the students to
explain the reasoning for what they did so
we can measure full understanding of the
procedure.

Apply the procedure to multiply fractions

D1

While students are working on the bingo

game we will be walking around to see if
students are getting the correct solutions.
We will make sure that we check in with
each student at least once and will have an
observation checklist to record which
students clearly know the procedure and
which are still struggling.

The difference in solutions when

multiplying fractions vs. Integers

U2

There will be a white board activity in

which we ask simple questions about the
nature of the solutions to multiplying
fractions. Each student will have their
own white board, so we will be able to see
which students understand and which do
not.

Apply the procedures described to solve

word problems

D3

The problems that we give the students

throughout our lesson will require the
students to use the fraction multiplication

Schultz/MSSE 470M

Spring 2015

2
procedure to solve word problems. We
will collect the handouts at the end of
class for review as well as record our
observations while the students work on
them in an observation checklist.

D. RELATED 2009 VIRGINIA STANDARDS OF LEARNING:

6.4
The student will demonstrate multiple representations of multiplication and division of
fractions.
6.6 The student will
a) multiply and divide fractions and mixed numbers; and
E. MATERIALS NEEDED:
Handouts with the banana bread problem, handouts with the laundry detergent problem, index
cards with various fractions, bingo boards with various fractions, handout with the exit ticket
question. The students will also need white boards and markers.
PROCEDURE:
Time

Mathematical Tasks to be Used,

Teacher Thoughts/Actions/Questions

Anticipated Student Comments, Questions,

Actions, and Strategies

10
minute
s

The lesson will open with students being

handed a piece of paper with the following
problem on it:

The students will read the given problem

and ask any questions that they may have.
These questions could include, Is it asking
to find of cup of sugar or is it asking
to find of cup of sugar? and other
questions about what the question is
asking. The students may try to ask
questions similar to, Do we add them?
Subtract them? However, the point of the
assignment is to have them attempt to work
through the problem on their own, so these
questions will not be answered by the
teacher. The students will then attempt to
suggest ideas to the teacher on how to
approach the problem. Their suggestions
could possibly range from Lets draw a
picture to Subtract some sugar from the
original amount of sugar. The students
will then work out some of these ideas by
themselves to do their best to solve the
problem.

John is making banana bread for his family, but

he is only making of the recipe. The recipe
calls for cup of sugar, how much sugar does
John need to use?
We will give students a minute to read the
problem and think about what the problem is
asking. Then ask Does everyone understand
what the problem is asking? let the students
answer any misconceptions others have (about
what is being asked- not how to solve it). Then,
as a class, well create a list of ideas on how to
approach the problem. This list could look
something like this (but of course, is subjective
to what the students come up with):
-draw a picture
-create an equation
-try a similar problem with whole numbers and
see what happens
Students will then get about 5 minutes to work
on the problem by themselves.

Schultz/MSSE 470M

25
minute
s

Spring 2015

We will then put students into small groups of

2-3 to discuss the problem, share what they
have done so far and why, and work together to
come up with a way to solve the problem.
While doing so, we will walk around and note
how students are doing, note the different
procedures (both the correct and incorrect) and
ask guiding questions to help them think, for
example, what made you take this
approach?, why did you do this step?, what
would happen if you?, why does that make
sense?, why doesnt that make sense?. They
will have 5-10 minutes to work, depending on
how quickly or slowly the students seem to be
understanding.
Now, the whole class will come together to
discuss the problem. We will ask for student
volunteers or call on a student to share their
solution with the class (the solution meaning
their whole procedure). The goal being that of
the many solutions we saw around the room,
each approach is shared. As each solution is
presented, ask those same guiding questions to
the presenter and the rest of the class, so they
can try to make sense of why the procedure
does or does not make sense. Continue to have
students discuss, share, and work on the
problem as a class until they come to a
consensus on the correct solution.
Now, depending on how quickly the students
are grasping the procedure/solution, throw
them the question, What if the recipe also
called for 2/3 cup flour? How much would
John need to use? This can either help
students figure out the problem (if asked while
theyre stuck between a few proposed
solutions) or confirm that what they came up
with is indeed correct (if asked once a
consensus has been reached).

The students will talk with their peers

about the work they have done on the
problem so far. They will probably ask
each other questions to help them
understand the thought process behind the
other students work. It may be difficult for
the students to understand which process, if
any, is correct so they will probably rely on
the teachers questions to help them
understand what makes sense and what
does not. When the students come together
as a class to discuss the class, they will
share their solutions with everyone. They
will share their answers, however, some of
them may not be able to explain why they
think what they did is correct. They will
attempt to answer the teachers guiding
questions to the best of their ability,
however, some of their explanations may
be lacking detail. As the students continue
to discuss the problem with each other,
some of them will begin to come up with
the correct solution to the problem. As this
happens it is important that these students
can explain what they would do to their
peers. While some students may still be
stuck and very confused it will be
important that they speak up and voice
their concerns. When the class finally
understands the problem, the teacher and
class will come up with a general
procedure for multiplying fractions. The
students should now have a strong
understanding on how to multiply fractions
and should be able to apply these strategies
to more problems.

Schultz/MSSE 470M

Spring 2015

Once the problem is understood, as a class, we

will come up with a general procedure for
these problems (this will be a general
procedure for multiplying fractions).
15
minute
s

Next, we will give the students another

problem to do:
Sarah had 2/3 cups of laundry detergent, on
Friday she used of her detergent to do a load
of laundry. How much detergent does Sarah
have left?
We will give them some time to work alone
and then have them talk with their group about
their answers. All the while, well be walking
around to answer questions and help students
who are confused or who did not fully grasp
the procedure the class outlined.
Upon completion of the problem we will pose
the question when we multiply integers
together, what can we say about the solutions?
hoping to eventually realize that when
multiplying two integers, the solution is greater
than or equal to both numbers we multiplied
together. Then we will pose the question what
do you notice about the solutions to the two
problems weve done today? In further
discussion we will discover that when
multiplying fraction together the product is
smaller.

10
minute
s

We will pose the question when we multiply

integers together, what can we say about the
solutions?. As we discuss this as a class, we
will hopefully eventually realize that when
multiplying two integers, the solution is greater
than or equal to both numbers we multiplied
together. Then we will pose the question what
do you notice about the solutions to the two
problems weve done today? In further
discussion we will discover that when
multiplying fraction together the product is
smaller.
We will then give the students each a white
board and a marker. We will pose true or false
questions about fraction multiplication. These
questions may include When multiplying
fractions we multiply the numerators and add

Students will be given another problem to

work on individually at first. Hopefully the
students are able to apply what they learned
in the previous part of the lesson to this
problem. However, student may still be
confused and could ask for help, by
answering the teachers guiding questions,
hopefully they will be able to do at least
part of the problem. After working alone
and either completing the problem or
finding a point of confusion, they will be
allowed to discuss with a small group.
Together the group should be able to solve
the problem. The students who understand
deeper, will help explain to those still
struggling.

The students will answer the discussion

questions possibly in many ways. If they
are confused they might simply say yes or
no to the questions we initially ask in this
segment. Students who have a better
understanding may answer by giving an
example from prior knowledge or from an
example we gave in class that day. They
could give examples similar to, When we
multiply 2 by 4 we get 8 which is bigger
than 2 and 4. When we multiplied 2/3 and
we got 1/6, and 1/6 is smaller than both
2/3 and . Answers similar to this would
be ideal.
The students will then listen to the
questions being asked of them by the
teachers. They will record either true or

Schultz/MSSE 470M

Spring 2015

the denominators When we multiply

fractions the product (answer) is greater than
the two numbers that are multiplied together to
reach our answer The students will then write
true or false down on their white boards and
raise them for us to see. We will then choose a
student to come to the front of the class and
explain why they believe the answer is either
true or false. We will then review the solution
of the problem with the class ensuring that
there is a general understanding of the solution.
20
minute
s

false on their white board and hold them up

for the teachers to see. It is possible that
some students may write true or false
depending on what they see their peers
writing. This is why the teacher will call on
certain students to go to the board and
explain their solutions. The students will
record the solutions to these true or false
problems in their notes.

We will then move into an active learning

segment to practice multiplying fractions.
Well distribute a small piece of paper with a
fraction on it to each student. Each student will
also be given a bingo board with fractions
randomly distributed among the spaces.

Students are given a fraction and told the

rules of the game. They will walk around
the classroom and work together with their
classmates to find the solution of each
fraction product, checking their work while
doing so (the answers will be checked!).
They will then record their work and
Students will then walk around and pair up,
solution. Some students may excel and
once in a pair the students will multiply their
figure out which fractions they need to find
fractions together and locate the solution on
among their classmates so they can win
their bingo board and cross it off (recording the
faster, these students can help others to
two fractions they used to find that solutionbetter understand the process. While other
including any work), then move on to find
students may be struggling, they are always
another partner in search of winning bingo.
in a pair, and can work together to find the
Ex. One student has 5/6 and meets with another solution. This will continue until someone
who has , they multiply to find 5/12, find that reaches bingo.
on their bingo board, and write the problem in
Once someone has won, students will work
that square.
as a class to verify the solutions of the
(the bingo boards will be created such that they winning student. This will allow students to
have the solutions to the problems the students check their own work and see where they
will encounter)
went wrong or what they did right.
Once a student claims theyve reached bingo,
as a class, we will go over each problem and
verify solutions.

10
minute
s

Exit ticket: On a piece of paper have students

consider the following question: What is 2/3 of
5/6? Have them write out how they would find
the solution and why they would do so/why
their procedure makes sense.

The students will complete the problem and

explain their thought process. At this point
they will be able to multiply the fractions
using the steps we identified in class, and
simplify their solution.

F. MEETING THE NEEDS OF ALL STUDENTS:

This lesson is planned for students who learn at grade-level. For those who are above gradelevel in this subject, this activity works very nicely. If these gifted learners understand how to

Schultz/MSSE 470M

Spring 2015

multiply fractions quickly, they can help others around them. This student could be called upon
to share their procedure for the first problem, and can help in discussion of why other procedures
dont work. For below grade-level learners, this activity is similarly helpful. These students will
be learning from other students who understand better, and by seeing and hearing multiple
students ideas and explanations, hopefully these students will be able to understand. As the
students work on the second problem, we as teachers could take that time to have a quick oneon-one with students who we perceive arent quite understanding, that way they arent left
behind but they arent embarrassed by pausing the class for their misunderstanding. Similarly, for
the above grade level students, if they seem like they are bored with the first problem, when we
move on to do the laundry problem, we could give them a slightly more difficult problem to
work on with other students who are above grade level.
When giving directions for the bingo game, we will verbally tell the students what to do as
well as have what they are to be doing written out on either the board or on a power point slide,
so that visual and auditory learners can be accommodated. The first half of the class is mostly
sitting and talking to one another while the bingo game allows for students to get up and move
around which will help students who learn best kinesthetically. However, for physically impaired
students, sitting still and having students come to them is also a very viable option. This time to
move around will also be helpful for students with issues like ADHD, they can move and talk
and it will give their brain a chance to refocus.
For English language learners in the classroom, we will make sure that other students who
can communicate with them in their first language are seated close, that way during discussions,
some things can be translated instead of these students becoming quickly lost. We will also make
sure that if there is a significant language barrier that we take the time to speak individually to
the students to make sure they are aware of what is being asked of them (i.e. what the problem
says).