Name: Charla Teaford

Topic: Multiplying Time Frame: Grade Level: 6th grade Date: November 17, 2009
Fractions 60 minutes
Goals/Focus: Students will use an array model to multiply fractions.
__x___ Concept Development _____Solidify _______ Practice (check one)
State Core/Standard: Standard 1, Objective 6, b. Add, subtract, multiply, and divide fractions and mixed numbers.
What will the students be What questions will I ask?
Cycle 1 Task How will I assess?
saying/doing?
Launch I made a pan of brownies for my Listening to the problem and Display on the Promethean Board.
Materials: friends. If I want to give each of looking at the board. Tell students that they need to
Promethean Board, flip my 3 friends 3 brownies, how show me with an array the problem
chart w/pan of brownies many brownies will I need to cut and answer.
my pan into?
Explore Students will work by themselves Students will draw a pan of What is an array? How many I will be watching students
to solve the problem above. brownies and make 3 rows and 3 groups do we have? How many to see if they can draw the
Materials: columns. Students will then count How many columns will we have? correct array.
Promethean Board, flip up all of the pieces. Students might How many rows will we have?
chart w/pan of brownies not make the correct number of
columns or rows. Students might
not know how to show the
problem as an array.
Summarize I expect to be clarifying how to Students will explain their thinking Why do we have 3 columns? Why I will be listening to the
Materials: Promethean draw an array. I expect to explain and their array to the class. do we have 3 rows? How do we see discussion to see if they
Board, flip chart w/pan of that we are multiplying so we the answer in the array? understand that in the
brownies, website have 3 groups of 3 or 3 rows and array 1 number represents
3 columns. the columns and the other
represents the rows, then
we count how many we
have total.
What will the students be
Cycle 2 Task What questions will I ask? How will I assess?
saying/doing?
Launch I have 1/3 of a pan of brownies Listening to the problem and Display on the Promethean Board.
Materials: left. I want to give each of my 3 looking at the board. Tell students that they need to
Promethean Board, flip friends 1/3 of my brownies. What show me with an array the problem
chart w/pan of brownies fraction of the pan of brownies and answer.
will each of my friends receive?
Explore Students will work by themselves Students will color 1/3 of a pan of If this was 3 x 3 how would we I will be watching students
Materials: to solve the problem above. brownies and split the pan into draw the array? What is the to see how they draw this
Promethean Board, flip thirds again. Students will count difference between having 3 x 3 problem.
chart w/pan of brownies the total # of pieces and color in and 1/3 x 1/3? How many pieces do

Summarize
Materials: Promethean
Board, flip chart w/pan of
brownies, website
Generalization:
When multiplying fractions
we are looking for a part of a
part.
Cycle 3
Launch
Materials:
Promethean Board, flip
chart w/pan of brownies
Explore
Materials:
Promethean Board, flip
chart w/pan of brownies
Summarize
Materials: Promethean
Board, flip chart w/pan of
brownies, website
Cycle 4
Launch
Materials:
Promethean Board, flip
chart w/pan of brownies
I expect to be clarifying that the
problem is asking for 1/3 of 1/3 of
the pan of brownies.
After students share their work,
go to the website and have
students show 1/3 x 1/3.
Task
I have 1/4 of a pan of brownies
left. I want to give each of my 3
friends 1/3 of my brownies. What
fraction of the pan of brownies
will each of my friends receive?
Students will work with a partner
to solve the problem above.
I expect to be reviewing that
when we multiply fractions we
are looking for one fraction of
another fraction. Then go to the
website to show the problem.
Task
I have 2/5 of a pan of brownies
left. I want to give each of my 2
friends 1/2 of my brownies. What
fraction of the pan of brownies
the piece where the 2 thirds
overlap. Students might not know
how to show 1/3 x 1/3. Students
might be able to show 1/3 of a pan
but not be able to show 1/3 to
each friend.
Students will explain their thinking
and their array to the class.
Students will show that we divide
the pan into thirds twice and the
overlap of the two is the answer.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
Students will color 1/4 of a pan of
brownies and then split the pan
into thirds. Students will count the
total # of pieces and color in the
piece where the 2 fractions
overlap. Students might not know
how to show 2 different fractions.
Students might worry about where
to show the ¼ and 1/3 in the array.
Students will explain their thinking
and their array to the class.
Students will show that we divide
the pan into ¼ then 1/3 and the
overlap of the two is the answer.
What will the students be
saying/doing?
Listening to the problem and
looking at the board.
we have in the pan total? How
much of the pan is 1/3 of 1/3?
How was this problem different I will be listening to the
that the previous? Why is the discussion to see if they
problem 1/3 of 1/3? How do we understand that we are
show 1/3 of 1/3? asking for 1/3 of a 1/3
piece when we multiply
fractions.
What questions will I ask? How will I assess?
Display on the Promethean Board.
Tell students that they need to
show me with an array the problem
and answer.
How did we show 1/3 x 1/3? How I will be watching students
can you show me ¼ and 1/3 in your to see how they draw this
array? Where in our array do we problem.
see 1/3 of ¼?
How do we show 1/3 x ¼ in this I will be listening to the
problem? How many pieces do we discussion to see if they
end up with in our whole pan? How understand that 1 piece is
many pieces do we have? How does overlapping which is our
it show one fraction of the other? fraction of a fraction.
What questions will I ask? How will I assess?
Display on the Promethean Board.
Tell students that they need to
show me with an array the problem
and answer.
 will each of my friends receive?

Explore Students will work with a partner Students will draw 2/5 of a pan of How do we show 2/5 of a pan of I will be watching students
Materials: to solve the problem above. brownies and split the pan into half brownies? How do we show ½ of to see how they draw and
Promethean Board, flip to find what ½ of 2/5 of a pan is. the pan as well? How do we figure solve this problem.
chart w/pan of brownies Students might not remember that out what ½ of 2/5 is?
we have 2 fifth pieces. Students
might not understand that we have
to split the whole pan in half.
Summarize I expect to be clarifying that when Students will explain their thinking How many pieces did we start out I will be listening to the
Materials: Promethean we have more than one of our and their array to the class. with for the first fraction? How discussion to see if they
Board, flip chart w/pan of pieces, we do the problem the Students will show that we divide many pieces did we change it to understand that when we
brownies, website same way. Do problem on the pan into 2/5 then 1/2 and the when we showed the second have more than one piece
website. overlap of the two is the answer. fraction? How did we decide what the problem is solved the
the answer was? same way.
What will the students be
Cycle 5 Task What questions will I ask? How will I assess?
saying/doing?
Launch I have 5/6 of a pan of brownies Listening to the problem and Display on the Promethean Board.
Materials: left. I want to give each of my 5 looking at the board. Do not have the picture of the first
Promethean Board, flip friends 1/5 of my brownies. What fraction drawn already. Tell
chart w/pan of brownies fraction of the pan of brownies students that they need to show
will each of my friends receive? me with an array the problem and
answer.
Explore Students will work with a partner Students will draw 5/6 of a pan of What does the denominator of a I will be watching students
to solve the problem above. brownies and split the pan into fraction mean? What does the to see how they draw and
Materials: fifths to find what 1/5 of 5/6 of a numerator mean? Where do we solve this problem.
Promethean Board, flip pan is. Students might have trouble see the numerators and the
chart w/pan of brownies drawing 5/6. Students might not denominators in our array?
understand that we have to split
the whole pan in fifths as well.
Summarize I expect to be reviewing Students will explain their thinking How did you divide your pan? How I will be listening to the
Materials: Promethean numerators and denominators to and their array to the class. many parts total are in your pan? discussion to see if they
Board, flip chart w/pan of make sure we understand that Students will show that we divide How many parts do the fractions understand multiplying
brownies, website there are denominator # of total the pan into 5/6 then 1/5 and the cover? How could you tell what 1/5 with one fraction’s
pieces and numerator # of pieces overlap of the two is the answer. of 5/6 is? numerator bigger than 1.
that we have.
What will the students be
Cycle 6 Task What questions will I ask? How will I assess?
saying/doing?
Launch I have 2/9 of a pan of brownies Listening to the problem and Display on the Promethean Board.
Materials: Promethean left. I want to give my friend 3/5 looking at the board. Tell students that they need to
Board, flip chart w/pan of of my brownies. What fraction of show me with an array the problem
brownies the pan of brownies will each of
my friends receive? Do the
problem on the website.
Explore Students will work with a partner
Materials: to solve the problem above.
Promethean Board, flip
chart w/pan of brownies
Summarize I expect to be reviewing that you
Materials: Promethean need to draw each fraction in
Board, flip chart w/pan of columns and rows of the array
brownies, website and where they overlap is where
your answer is. Do problem on
website
Students will draw 2/9 of a pan of
brownies and split the pan into
fifths to find what 3/5 of 2/9 of a
pan is. Students might have trouble
with both numerators being
greater than 1.
Students will explain their thinking
and their array to the class.
Students will show that we divide
the pan into 2/9 then 3/5 and the
overlap of the two is the answer.
and answer.
Why do we have so many parts
total? How many columns do we
have total? How many rows do we
have total? How many of those
rows and columns do we actually
have?
How do we show each of the
fractions in our picture? What is the
problem looking for? How do we
find the answer?
I will be watching students
to see how they draw and
solve this problem.
I will be listening to the
discussion to see if they
understand how to multiply
fractions with both
numerators bigger than 1.

Exit Slip:
Students will do the following problems from the website on their paper showing their work and must have them correct in order to
go to recess: 3/4 • 1/3, 3/5 • 2/3, 1/4 • 8/9
Practice / Homework / Journal Prompt:
1. 5/8 x 2/9
2. 5/12 x 1/4
3. 3/5 x 2/5
4. 1/6 x 1/8
5. 2/3 x 1/7
6. 4/7 x 1/6
Meeting the needs of diverse learners:
Rodrigo and Antonio – ELL, Joshua – Autistic, Jonas – LD
Kevin and Dylan will help Rodrigo, Chloe will help Joshua, Alexa will help Jonas, and Gabe will help Antonio.
These students only need to complete 2 of the exit slip problems and 4 of the homework problems.
A visual representation of the brownies will be displayed on the flip chart for these students.
Give these students direct instruction on how to draw their pictures on graph paper.
Resources:
Promethean board, computer, http://www.learner.org/courses/learningmath/number/session9/part_a/try.html - virtual
manipulative for multiplying with fractions, Multiplying Fractions Flip Chart, graph paper, regular paper, and pencils for each student