OUTCOMES/OBJECTIVES AND STANDARDS
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.
■ 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.
ASSESSMENT OF STUDENT LEARNING
Homework 6-8, 10, 38, 39
MATERIALS AND TECHNOLOGY
Book, notetaking paper
Teacher book, marker board, markers
Use of Technology
LESSON SEQUENCE AND PROCEDURES
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.)
Instruction ( Step 1,
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)
Homework p 41 #6-8, 10, 38, 39
Students will continue to move from models to algorithms in this Investigation.
Homework 6-8, 10, 38, 39
Students may use "brownie pan" model, number line model, or the algorithm at
Homework will be written on the board for those who finish
Homework / PSSA Review
LESSON ANALYSIS AND 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.