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Lesson Plan

4. Apply scaling down to a real-world situation (A)

teaches Common Core State Standards CCSS.Math.Content.5.NF.B.5 http://corestandards.org/Math/Content/5/NF/B/5
teaches Common Core State Standards CCSS.Math.Content.5.NF.B.6 http://corestandards.org/Math/Content/5/NF/B/6
teaches Common Core State Standards CCSS.Math.Content.5.NF.B.5a http://corestandards.org/Math/Content/5/NF/B/5/a
teaches Common Core State Standards CCSS.Math.Content.5.NF.B.5b http://corestandards.org/Math/Content/5/NF/B/5/b
teaches Common Core State Standards CCSS.Math.Practice.MP2 http://corestandards.org/Math/Practice/MP2
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6
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Lesson objective: Apply understanding of multiplication of fractions less than one to solve real-world problems.

This lesson provides an opportunity for students to apply their knowledge and understanding of multiplying fractions and whole numbers a to real-life situation. Students are asked to create recommendations for scaling down the length of track and the total height and drop of a roller coaster to make it an appropriate size for younger kids.

Key Concept students will use: 

  • scaling does not always make numbers larger

Skills students will use:

  • multiplication of whole numbers and fractions (Grade 4 Unit 11)

Students engage in Mathematical Practice 2 (reason abstractly and quantitatively) as they draw tape diagrams and write equations to interpret the situation of multiplying a number by a fraction less than one. 

Key vocabulary: 

  • dimensions
  • scaling
  • tape diagram

 

Related content

Appears in

Interpreting multiplying fractions as scaling

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