UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Amir Martinez PSMT Name: Cassandra Strachan

Lesson Plan Title: Multiplying Fractions Lesson Plan Topic: Math
Date: 4/18/18 Estimated Time: 1 Hour and 50
Minutes
Grade Level: Grade 4 School Site: Edwards ES

1. State Standard(s):
4.NF.B.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using
visual fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize and
generate equivalent fractions.
4.NF.B.3-4: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.

2. Teaching Model(s): Gradual Release, Guided/Independent Practice, Partner Talk

3. Objective(s): I can find the product of two fractions or whole numbers by multiplying their
numerators and denominators.
I can demonstrate an understanding of what these products are through making groups of
sets.
4. Success: Can I multiply two fractions and also whole numbers?
I can express a whole number being multiplied by a fraction through repeated addition.

5. Materials and Technology Resources:

Pencils, White Board, Math Notebooks, Fractions Worksheet (1) & (2)

6. Instructional Procedures:
a. Motivation/Engagement: Teacher tells students we will learn about multiplying
fractions and whole numbers. Teacher tells whole class to read the objective on the
board in unison. After class reads objective, students will pair up with their face
partners and partner A will explain to partner B what they know previously about
adding and subtracting fractions. (They add or subtract across, so multiplying
fractions applies the same concept without having a common denominator). After
30 seconds, Cold Call on two group of students to share their thoughts.
Teacher will then call on one student to give a fraction. Teacher calls on another
student to say another fraction. Write both fractions being multiplied by each other.
Explain to class that with fractions being multiplied, you do not need a common
 denominator. Just multiply straight across.
b. Developmental Activities or Learning Experiences: Write down ½ multiplied by ¼
and have partner A rally coach partner B. Once Partner A is done, Partner B will
respond and praise. Students during this time are to use key vocabulary (Numerator,
Denominator, Product, Groups of, Multiplying across). Students will tent with their
partners when they are finished. Have one student go to the board and facilitate the
process. Give a harder problem (4/9 multiplied by 5/6) and point out that if students
are having a hard time multiplying, what is another way of multiplication? (Skip
counting) Partner B will start and the same discourse will apply. Teacher will go over
the problem. Show how ½ times ¼ actually represents through pizza!

Now write down 3 multiplied by ½. Have 6 students go up to the board and make 3
groups of 2. Explain to the class that there are 3 whole groups. Teacher will ask class,
“If I split each of my groups in half, so I take out one person from each group, how
many halves will I have?”. I have 3 1/2s. When we have a whole number being
multiplied by a fraction, we always put a 1 under our whole number so we can now
then multiply two fractions. Given what we just learned about multiplying fractions,
I want you to try these two problems out
c. Closure: What difference is there from adding or subtracting fractions as to what we
learned today with multiplying fractions? (Multiplying does not require a common
denominator)

7. Accommodations, Modifications and Differentiations for Diverse Learners:

For students who need scaffolding, I will provide a small group time after class instruction
through visual representations and additional assistance. Visuals are presented through
kinetic examples.

8. Assessment and Evaluation of Learning

a. Formative: Partner talk discussion, cold calling, observing work, key vocabulary in
discourse
b. Summative: Fractions sheet one and two

9. Homework Assignment:
Students will be given a worksheet with higher numbers to also help practice their
multiplication facts.