# Multiplying Fractions

**OUTCOMES/OBJECTIVES AND STANDARDS**

**Objectives/Learning
Outcomes:
**Students will estimate products of fractions (more or less than x)

Students will use models to represent the product of two fractions .

Students will understand that a fraction of a number means multiplication.

**Standards:
■ PA- Pennsylvania Academic Standards
**• Subject : Mathematics

• Area 2.2: Computation and Estimation

• Grade 2.2.8: Grade 8

**■ Standard B.: **Add, subtract, multiply and divide
different kinds and forms of rational

numbers including integers, decimal fractions, percents and proper and improper
fractions.

• Area 2.4: Mathematical Reasoning and Connections

• Grade 2.4.8: Grade 8

**■ Standard D.:** Construct, use and explain
algorithmic procedures for computing and

estimating with whole numbers, fractions, decimals and integers .

• Area 2.5: Mathematical Problem Solving and Communication

• Grade 2.5.8: Grade 8

**■ Standard A.:** Invent, select, use and justify the
appropriate methods, materials and

strategies to solve problems.

**■ Standard B.: **Verify and interpret results using
precise mathematical language, notation

and representations, including numerical tables and equations , simple algebraic
equations and

formulas , charts , graphs and diagrams.

** Prerequisite Skills :
**Working with number lines and fractions

Beginning understanding of multiplying fractions

**ASSESSMENT OF STUDENT LEARNING**

**Assessment
Activities/Rubric:
**Homework 6-8, 10, 38, 39

**MATERIALS AND TECHNOLOGY**

**Student Materials:
**Book, notetaking paper

**Teacher Materials:
**Teacher book, marker board, markers

Use of Technology

(where appropriate):

**LESSON SEQUENCE AND PROCEDURES**

**Introduction (Hook):
**Our homeroom has drawn a thermometer to keep track of how close we

are to Dr. Wiser's goal for us and our own class goal for the food drive.

Dr. Wiser's goal is half of our class goal. What if I said we had 2/3 of

Dr. Wiser's goal? How much of our class goal is that? I'm asking for 2/3

of 1/2. ( Draw sideways thermometer ( number line ). Divide into 1/2. Divide

each half into thirds. Shade 2/3.)

**Sequence of
Instruction ( Step 1,
Step 2...):**

1. Review homework (10-15 mins).

2. Hook (3 mins)

3. Page 35, A1. Estimate together (4 mins)

4. A2, Solve 1a together, b-d independently (3 mins)

5. Review answers (1 min)

6. A3, talk about patterns ( multiply numerators , multiply denominators) (2 mins)

7. A4 Do together (3 mins)

8. B1 Solve together, rest of B independently (7 mins)

9. C talk as a class (2 mins)

10. D indepedently (3 mins)

11. Review D. (2 mins)

**Closure/Wrap Up:
**Homework p 41 #6-8, 10, 38, 39

Students will continue to move from models to algorithms in this Investigation.

**Independent Practice
(where approriate):
**Homework 6-8, 10, 38, 39

** Differentiated
Instruction:
**Students may use "brownie pan" model, number line model, or the algorithm at

this point.

Homework will be written on the board for those who finish
quickly to

begin.

**Possible Follow-Up
Activity:
**Homework / PSSA Review

**LESSON ANALYSIS AND REFLECTION**

**Analysis:**

**Reflection:
**The number line model seems to be making more sense to them; when

given the option to solve problems using the brownie pan method or the

number line method, they choose the number line method.

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