Lesson plan

Represent a fraction as a multiple of unit fractions by using a bar model

teaches Common Core State Standards CCSS.Math.Content.4.NF.B.4a http://corestandards.org/Math/Content/4/NF/B/4/a
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP8 http://corestandards.org/Math/Practice/MP8

You have saved this lesson plan!

Here's where you can access your saved items.

Content placeholder

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Big Ideas: Fraction parts can be counted in groups, similar to how we skip count whole numbers. A non-unit fraction can be described as an accumulation of two or more of the unit fractions. The task in this lesson requires students to interpret the meaning of multiplication beyond whole numbers. Specifically, students see that when multiplying whole numbers by fractions, they can call on their understanding of what multiplication means with whole numbers. For example, they will use a bar model to think of 24 times one-third not only as 24 groups of one-third, but as the result of an amount that is 24 times as much as one-third. They will extend this idea to 24 times two-thirds. Students will grapple with why the result of 24 × 1/3 is less than 24 × 2/3. The approach in this lesson is meant to address the common misconception of multiplying both the numerator and the denominator by the given whole number to find the product. Vocabulary: multiple, factor, product, expression, equation, numerator, denominator, fraction, bar model, unit fraction Special Materials: Cuisenaire rods grid paper