Academic Coaches – Math Meeting April 12, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod Multiplication With Fractions Part 1

Professional Practice from March: Engage in a coaching conversation with your teachers around these ideas.  Operating with Fractions Progression  Multiplication Situations Turn and Talk Share an “a-ha” moment from the conversation. Either your “a-ha” or your teacher’s “a-ha”. Sharing Coaching Experiences

Does Order Matter? What does it mean to multiply a fraction by a whole number? What does it mean to multiply a whole number by a fraction?

Learning Intentions & Success Criteria We are learning to …. Understand multiplication with fractions using meaningful visual models and real-world contexts. We will be successful when we can …. Recognize, represent, and contextualize ‘groups of’ and ‘parts of’ problems involving multiplication with fractions.

Ribbon and Bows Connie is making bows for her grandchildren. Each bow takes ¾ yard of ribbon. She needs 7 bows. How many yards of ribbon does she need? Make a visual representation Write an equation that represents the problem Solve the problem

One Meaning of Multiplication with Fractions: ‘Groups of’ Problems 6 x ⅔  6 groups of ⅔  Tell a story  Draw a representation of your story 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

House For Sale! Elena and Roberto are deciding which house to buy. The first house has a lot that is 6 acres. The second house’s lot is as large. What is the size of the second lot? Make a visual representation Write an equation that represents the problem Solve the problem

x 4  part of 4  Tell a story  Draw a representation of your story Second Meaning of Multiplication of Fractions: ‘ Parts of’ Problems 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Does Order Matter? What does it mean to multiply a fraction by a whole number? What does it mean to multiply a whole number by a fraction?

‘Groups of’ vs. ‘Parts of’ Work in your table groups: Sort the cards as a ‘Groups of’ problem or a ‘Parts of’ problem. Use a representation to help you sort the cards. As you worked through the problems, how did your thinking evolve?

Learning Intentions & Success Criteria We are learning to …. Understand multiplication with fractions using meaningful visual models and real-world contexts. We will be successful when we can …. Represent, contextualize, and justify ‘groups of’ and ‘parts of’ problems involving multiplication with fractions.

Reflection Consider these two Standards for Mathematical Practice:  MP2. Reason abstractly and quantitatively.  MP6. Attend to precision. Select one, describe how this standard was evident when multiplying fractions. Use specific examples to explain your reasoning.

Professional Practice Use a variety of resources to find contextual situations involving multiplication with fractions. Bring a sample of a ‘groups of’ and ‘parts of’ problem to the April 26 th ACM meeting to share.