SEPT. 8TH…PLEASE COPY YOUR AGENDA

FOR THE WEEK.

YOU NEED:

•Your journal•2 colored pencils…your choice of color•Pencil•Ruler•Glue

Please glue your quiz into your Journal. Then head the next clean page “Multiplying Fractions”.

Common Care Standards:6.NS – Use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense.

MATERIALS: pencil, Journal, ruler, colored pencils are helpful, and glue.

Essential Questions:• How can a fraction model help us make sense of a problem? • How can making equivalent fractions and using models help us solve problems?• How can modeling an area help us with multiplying fractions?

Multiplying Fractions

STRINGS

Multiply: 4 x 4

4 x 2

4 x 1

What does 4 x 4 mean?

What pattern do you see?

Draw an area model showing each multiplication problem.

STRINGS

Multiply 4 x ½4 x ¼

Do you see the same pattern?Draw an area model of these problems.____________________________________________________Multiply and draw area models for the following strings:

6 x 46 x 26 x 16 x ½6 x ¼

Homework: Explain the area models to your parent(s) tonight and ask them to draw an area model for 8 x ½.

Please have the parent homework ready to show me.

You need a pencil, Journal, colored pencils, and a ruler.

Please head your Journal for today: 9/9/15 The Brownie Pan Problems

September 8, 2015 Practice and Homework

Multiply and draw area models for the following strings:6 x 46 x 26 x 16 x ½6 x ¼

Homework: Explain the area models to your parent(s) tonight and ask them to draw an area model for 8 x ½.

½ ½ ½ ½ ½ ½ ½ ½

½ ½ ½ ½

½ ½ ½ ½

8

½

4

8 x ½ = 8/2 = 4

THE BROWNIE PAN PROBLEM

You have made 3 square pans of brownies for a party. One-third of each pan was eaten, leaving each pan 2/3 full.

Draw a picture of what this

would look like.

CCSS.6.NS.1 Apply and extend previous understandings of multiplication and division to fractions.Essential Questions:• How can a fraction model help us make sense of a problem? • How can making equivalent fractions and using models help us solve problems?• How can modeling an area help us with multiplying fractions?

YOU HAVE MADE 3 SQUARE PANS OF BROWNIES FOR A PARTY. ONE-THIRD OF EACH PAN WAS EATEN, LEAVING EACH PAN 2/3 FULL.

1 pan 1 pan 1 pan

YOU HAVE GIVEN AWAY 2 OF THE 3 PANS. YOU KEEP ONE PAN THAT IS 2/3 FULL.

After school you and your friends need a snack. You ate ½ of the pan that was 2/3 full.

What would your pan look like now?

What part of the pan is left?

What number sentence represents what you just did?

PRACTICE:

x . Then draw the models in your Journal. Show the algorithm. Dto show x . Then draw the models in your Journal. Show the algorithm. (THINK!! Can you simplify?)

Answers on next slide…

CREATE AREA MODELS AND WRITE THE ALGORITHM FOR EACH OF THE FOLLOWING PROBLEMS.

1/5 of 1/3 1/5 x 2/3 2/5 x 2/3 3/5 x 2/3 4/5 x 2/3

What pattern do you see? Did you “regroup” or “simplify” if possible?

ANSWERS TO PREVIOUS SLIDE

MULTIPLICATION OF FRACTIONS WITH AN AREA MODEL…JOURNAL NOTES

Glue the handout into your Journal to use as a reference.

Draw a model for the 2 problems at the bottom of the page in your Journal.

INDEPENDENT PRACTICE

Glue the handout “Problem 3.1 A Model for Multiplication” into your journal.

Complete parts A, B, C, and D for tomorrow.

ANSWERS TO PARTS A, B, C, D

WHAT TO STUDY FOR YOUR NEXT QUIZ:

Be able to draw an area model for a story problem where you would multiply a fraction by a fraction (like the Brownie Pan).

Be able to multiply a whole number by a fraction and a fraction by a fraction using the algorithm, given a contextual problem.

Multiplying Fractions by Fractions: The Brownie Pan Problem Extension.

GOAL: Use models to represent the product of two fractions. Understand that finding a fraction of a number means multiplication.

TASK: Jackie and Jonah are selling brownies at the Husky Howl fundraiser. Ms. Vogt and Miss Schell put their money together to buy an entire pan for $12.00. •Mrs. Goodfellow bought 1/3 of 1/5 pan of brownies. How much did she pay?

•Mr. Topping bought 2/3 of 1/5 pan of brownies. How much did he pay?

•Mr. Starry bought 2/3 of 2/5 pan of brownies. How much did she pay?

•Mrs. Hallenberger bought 2/3 of 4/5 pan of brownies. How much did she pay?

Mr. Topping