Lesson plan

Solve word problems involving a fraction and a whole number by using a number line

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.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP5 http://corestandards.org/Math/Practice/MP5

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Big Ideas: When multiplying fractions by whole numbers, you can think of the multiplication as “____ of a group of ____ ." There is an analogy between fractions and whole numbers, such that 3 x ⅖ can be thought of as ⅖ +⅖ + ⅖ and as (3 x 2)/5. 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 number line to think of 45 times 2/3. They will explore using decomposition of number and the distributive property as strategies to tackle problems. Vocabulary: multiple, equation, factors, products, numerator, denominator, fraction, whole number, number line, distributive property