How Much: Total, More, Of, Equal Portions? Created by Sara De Voogd Objectives The learner will be able to: ● Model situations involving fractions ● Recognize when addition, subtraction, multiplication, or division is the appropriate operation to solve a problem ● Write a mathematical statement to represent a given applied situation involving multiplying or dividing fractions ● Multiply or divide any two fractions including mixed numbers fluently ● Contextualize and explain the meaning of a problem's solution Begin

Welcome! This activity is structured in a KWL format. K: What students expected to know at beginning of task W: What students will be investigating L: Opportunity to demonstrate learning Letters like the ones to the right will assist in navigating through the activity. Click on them to return to a specific section or advance through the activity. Please do not use the space bar. Be sure to investigate all links and buttons prior to advancing. K W L Continue

K: What you should know Terms and Concepts Vocabulary Addition & Subtraction Multiplication & Division Click each category below before advancing using the “W” Click “W” to continue W

Vocabulary Please click the following links to clarify terms before moving on. ● Denominator Denominator ● Common Denominator Common Denominator ● Least Common Denominator Least Common Denominator ● Improper Fraction Improper Fraction ● Mixed Fraction Mixed Fraction ● Addition Addition ● Subtraction Subtraction ● Multiplication Multiplication ● Division Division ● Fraction Fraction ● Numerator Numerator K

Addition and Subtraction of fractions Adding/Subtracting Fractions Adding Fractions with Unlike Denominators Subtracting Fractions with Unlike Denominators Matha Mia Adding Fractions Song K

Multiplication and Division of fractions Multiplying & Dividing Fractions How to Multiply Fractions Division of Fractions Song I Can Divide fractions song K

W: What you want to know Fractions: Modeling and solving real-world problems SOLVE Addition/Subtraction Multiplication/Division Dinner Party Click to continue

Steps to SOLVE word problems Study the problem; identify the question Organize the facts; highlight key information Line up a plan; select a strategy to solve Verify chosen plan with computation Examine and explain solution W

Addition & Subtraction Key words to indicate addition or subtraction: of fractions Addition ● Sum ● Total ● Altogether ● Increased by ● More than ● Combined ● In addition to Subtraction ● Difference ● Minus ● Less ● Less than ● Fewer than ● Decreased by ● How much more W

Multiplication & Division of fractions Key words to indicate multiplication or division: Multiplication ● Product ● Of ● Multiplied by ● Increased by a factor of ● Times Division ● Per ● Out of ● How many equal groups ● Ratio of ● Quotient of W

W: The Dinner Party Miss De Voogd decided to host a dinner party. She sent out invitations and selected the menu for the event. As the date quickly approached, Miss D realized her work was far from finished. Consider Miss D's current dilemmas: Dilemma IDilemma III Dilemma IIDilemma IV Click each Dilemma below before advancing using the “L” L W

W: Dilemma I Miss D looked at the ingredients for the recipe and wanted to know the total amount of spices included in the recipe. ¾ teaspoon dried oregano 1/2 teaspoon salt 1/8 teaspoon pepper ¼ teaspoon dried thyme 1/3 teaspoon dried rosemary Baked Ziti Menu Baked Ziti Salad Breadsticks Remember to SOLVE! S

S : Dilemma I Study the problem; identify the question What is the total amount of spices included in the recipe? O

O : Dilemma I Organize the facts; highlight key information ¾ teaspoon dried oregano 1/2 teaspoon salt 1/8 teaspoon pepper ¼ teaspoon dried thyme 1/3 teaspoon dried rosemary Key Information L

L : Dilemma I Line up a plan; select a strategy to solve What is the total amount of spices included in the recipe? Plan: Addition of fractions V

V : Dilemma I Verify chosen plan with computation 1. Strategy: Addition 2. Common Denominators 3. Multiply 4. Simplify E

E : Dilemma I Examine and explain solution Solution Explanation Miss D needs a total of teaspoons of spices for her recipe. Dinner Party

W: Dilemma II Miss D mixed together all the spices in one container. As she measured the total amount, she found she had teaspoons of spices. How much more spice does she have than she needs? ¾ teaspoon dried oregano 1/2 teaspoon salt 1/8 teaspoon pepper ¼ teaspoon dried thyme 1/3 teaspoon dried rosemary Baked Ziti Remember to SOLVE! Menu Baked Ziti Salad Breadsticks S

S : Dilemma II Study the problem; identify the question How much more spice does she have than she needs? O

O : Dilemma II Organize the facts; highlight key information Amount of Spice Has Needs L

L : Dilemma II Line up a plan; select a strategy to solve How much more spice does she have than she needs? Plan: Subtraction of fractions V

V : Dilemma II Verify chosen plan with computation 1. Strategy: Subtraction 2. Convert to Improper Fractions 3. Common Denominators 4. Multiply 5. Simplify E

E : Dilemma II Examine and explain solution Solution Explanation Miss D has more teaspoons of spices than she needs Dinner Party

W: Dilemma III Miss D received word that additional guests were attending the dinner. She quickly repeated the steps resulting in trays of baked ziti. The recipe states the serving size is of the tray. Miss D wants to ensure everyone is well fed and decides to plate one and a half times the serving size. What is the amount guests are served? S

S : Dilemma III Study the problem; identify the question What is the amount guests are served? O

O : Dilemma III Organize the facts; highlight key information Serving Size Servings per person L

L : Dilemma III Line up a plan; select a strategy to solve Miss D wants to ensure everyone is well fed and decides to plate one and a half times the serving size Plan: Multiplication of fractions V

V : Dilemma III Verify chosen plan with computation 1. Strategy: Multiplication 2. Rewrite 3. Simplify E

E : Dilemma III Examine and explain solution Solution Explanation Each guest would receive of a tray. Dinner Party

W: Dilemma IV Miss D looked around the kitchen at all the food. She knew 14 people would arrive for dinner soon, but wondered the maximum number of people the food would serve. How many servings can be plated out of trays? S

S : Dilemma IV Study the problem; identify the question How many servings can be plated out of trays? O

O : Dilemma IV Organize the facts; highlight key information Total Amount Serving Size L

L : Dilemma IV Line up a plan; select a strategy to solve How many servings can be plated out of trays? Plan: Division of fractions V

V : Dilemma IV Verify chosen plan with computation 1. Strategy: Division 2. Multiply by the reciprocal 3. Simplify E

E : Dilemma IV Examine and explain solution Solution Explanation Miss D has enough food for people. Dinner Party

L: What you learned Determining operation and contextualizing solutions Click on key words and all four scenarios before advancing using “The End” Race Training Key Words Operations The End

L: Key Words Math Operations Key Word Sort Click the link above Read the directions Click “start” L

L: Race Training 1 One week during training for her race, Miss D ran the following number of miles each day: Monday Tuesday Wednesday Thursday Friday Saturday How many miles did Miss D run altogether during the week? miles

Correct! S: How many miles did Miss D run altogether during the week ? O: L: Addition of fractions V: E: Miss D ranmiles in a week. L

Think about the following and try again! S: How many miles did Miss D run altogether during the week? O: L: Addition of fractions V: E: Miss D ran ? miles in a week. Adding Fractions with Unlike Denominators Race Training 1

L: Race Training 2 During her second week of training, Miss D had a mileage goal of miles. By Thursday, Miss D recorded running miles. How many miles does Miss D have left to run to meet her goal? miles

Correct! S: How many miles does Miss D have left to run to meet her goal? O: L: Subtraction of fractions V: E: Miss D needs to runmore miles this week. L

Think about the following and try again! S: How many miles does Miss D have left to run to meet her goal? O: L: Subtraction of fractions V: E: Miss D needs to run ? more miles this week. Subtracting Fractions with Unlike Denominators Race Training 2

L: Race Training 3 During another week of training, Miss D determined she completed of her mile run. How much of her run has Miss D completed? miles

Correct! S: How much of her run has Miss D completed? O: L: Multiplication of fractions V: E: Miss D completedmiles of her run. L

Think about the following and try again! S: How much of her run has Miss D completed? O: L: Multiplication of fractions V: E: Miss D completed ? miles of her run. How to Multiply Fractions Race Training 3

L: Race Training 4 Due to the weather, Miss D needed to complete her run on an indoor track which is of a mile. Miss D needs to run of a mile today. How many equal laps must Miss D run? laps

Correct! S: How many equal laps must Miss D run? O: L: Division of fractions V: E: Miss D must run equal laps. L

Think about the following and try again! S: How man equal laps must Miss D run? O: L: Division of fractions V: E: Miss D must run ? equal laps. Division of Fractions Song Race Training 4