academic coaches – math meeting april 12, 2013 beth schefelker bridget schock connie laughlin hank...
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![Page 1: Academic Coaches – Math Meeting April 12, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod Multiplication With Fractions Part](https://reader036.vdocuments.us/reader036/viewer/2022082816/56649d845503460f94a6a522/html5/thumbnails/1.jpg)
Academic Coaches – Math MeetingApril 12, 2013
Beth SchefelkerBridget SchockConnie LaughlinHank KepnerKevin McLeod
Multiplication With Fractions Part 1
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Professional Practice from March:Engage in a coaching conversation with your teachers around these ideas.
Operating with Fractions Progression Multiplication Situations
Turn and TalkShare an “a-ha” moment from the conversation.Either your “a-ha” or your teacher’s “a-ha”.
Sharing Coaching Experiences
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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?
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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.
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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 problemSolve the problem
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One Meaning of Multiplication with Fractions:
‘Groups of’ Problems6 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.
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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 problemSolve the problem
3
2
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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.
5
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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?
![Page 10: Academic Coaches – Math Meeting April 12, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod Multiplication With Fractions Part](https://reader036.vdocuments.us/reader036/viewer/2022082816/56649d845503460f94a6a522/html5/thumbnails/10.jpg)
‘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?
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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.
![Page 12: Academic Coaches – Math Meeting April 12, 2013 Beth Schefelker Bridget Schock Connie Laughlin Hank Kepner Kevin McLeod Multiplication With Fractions Part](https://reader036.vdocuments.us/reader036/viewer/2022082816/56649d845503460f94a6a522/html5/thumbnails/12.jpg)
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.
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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 26th ACM meeting to share.