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# Multiplying Fractions by a Whole: Differentiating Based on Context

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This is a lesson over teaching multiplying fractions by a whole number, but focusing on teaching the students to differentiate based on the context of a word problem. When solving word problems containing multiplication of a fraction by a whole, there can be two very different contexts: multiplication as fractions of a whole or a set, and multiplication as repeated addition of fractions.

For example:
a) Lucas bought 8 books and read 1/2 of them. How many books did he read? (*This is a fractions of a whole/set problem, requiring the students to take the whole and split it up)

b) Amber uses 1/2 cup of sugar to make one batch of brownies. How many cups of sugar will she use to make 8 batches? (*This is multiplication of fractions by a whole using repeated addition, requiring the students to use 1/2 multiple times)

***Modeling with mathematics is critical when teaching students to become efficient and knowledgeable mathematicians.This bundle of activities promotes students' problem-solving and meta-cognition skills needed in order to choose appropriate strategies to model their thinking.

This lesson includes the following:

-16 word problems that will be used for the sorting activity. Word problems should be copied on cardstock, cut out, and given to partners to sort based on the context.

-Word problem sorting mat; This is to be used during the above sorting activity. Students read the word problem, determine the context (is this a fractions of a whole problem, or repeated addition?), and place in the appropriate spot on the sorting mat.

-Practice pages; Now that students can differentiate based on the context of the problem, they can solve the problem using an appropriate strategy. The students will show the strategy in the appropriate box, and cross out the other box.

-Enrichment activity; Students can take it a step further and create their own word problems. They pick a context, follow the guidelines and create a story problem. Then, they switch with a partner and solve!

-Exit slip; This is their ticket to leave --- and will show if they understand a) what the context is for multiplying, b) which strategy is most effective to use, and c) how to use the strategy and calculate the product

***This is a Word document, so you are able to make changes. I recommend replacing the student names I have given with your own student names to promote engagement!

***I did this lesson for a formal evaluation and got a fantastic review!
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10 pages
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