Lesson 2
Representemos la multiplicación de fracciones unitarias
Lesson Purpose
Lesson Narrative
In the previous lesson, students drew diagrams to represent a unit fraction of another unit fraction in context. The purpose of this lesson is for students to draw diagrams representing products of unit fractions and to examine the relationship between expressions and diagrams in greater depth. Students examine different methods for representing unit fraction products with a diagram and they interpret how a diagram represents a given expression.
This diagram represents both \(\frac {1}{4} \times \frac {1}{3}\) and \(\frac {1}{3} \times \frac {1}{4}\). In future lessons, this diagram will be used to represent multiplication expressions and equations because of its flexibility.
Student generated diagrams may be different.
In this diagram, we see \(\frac {1}{4} \times \frac {1}{3}\). We would need to adapt the diagram to show \(\frac{1}{3} \times \frac {1}{4}\) more clearly. We could do this by extending the partition lines all the way across.
- Representation
Learning Goals
Teacher Facing
- Represent multiplication of unit fractions with diagrams and expressions
Student Facing
- Escribamos expresiones para representar la multiplicación de fracciones unitarias.
Required Preparation
CCSS Standards
Addressing
Lesson Timeline
| Warm-up | 10 min |
| Activity 1 | 20 min |
| Activity 2 | 15 min |
| Lesson Synthesis | 10 min |
| Cool-down | 5 min |
Teacher Reflection Questions
What did you say, do, or ask during the lesson synthesis that helped students be clear on the learning of the day? How did understanding the cool-down of the lesson before you started teaching today help you synthesize that learning?
Suggested Centers
- Rolling for Fractions (3–5), Stage 4: Multiply Fractions (Addressing)
- Rolling for Fractions (3–5), Stage 2: Multiply a Fraction by a Whole Number (Supporting)
- Five in a Row: Multiplication (3–5), Stage 4: Three Factors (Supporting)