Lesson plan

Solve word problems involving a fraction and a whole number using a tape diagram or equation

teaches Common Core State Standards CCSS.Math.Content.4.NF.B.4c http://corestandards.org/Math/Content/4/NF/B/4/c
teaches Common Core State Standards CCSS.Math.Practice.MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7

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Big Ideas: You can partition a whole into different fractional parts. When you write an equation like ½ of 60 or ½ x 60 you can think of that as 60 divided into two equal groups. The task in this lesson requires students to interpret the meaning of multiplication beyond whole numbers. Students will see that when multiplying whole numbers by fractions, they can employ their understandings of what multiplication means with whole numbers. For example, they will use a tape diagram to think of 60 times a variety of student generated fractions to represent the problem. Vocabulary: repeated addition, multiple, equation, factors, products, numerator, denominator, fraction, whole number, tape diagram Special Materials: Cuisennaire Rods