Wednesday, January 25, 2017
Saturday, January 7, 2017
Multiplying Fractions by a Whole Number using a Graphic Organizer
Hi Friends!
I can hardly believe half of the school year is over! So much to teach and SO little time to get it all done!
It's time to extend previous understandings of multiplication. Students will learn to multiply a whole number by fractional parts! Providing a variety of models to represent this process with the use of a graphic organizer will make these standards a walk in the park for you and your students!
If you are not aware of the plethora of resources through Khan Academy and Learn Zillion, please take the time to familiarize yourself! To get this party started, I show my class the following video which models the process using area models.
https://learnzillion.com/lesson_plans/4654-multiply-fractions-by-whole-numbers-using-models
Then, I give my students a Graphic Organizer for multiplying fractions and challenge my class to complete the Area Model portion.
I am always surprised most of my students are able to complete the model with just the demonstration from the video! After reviewing it, pencils down, and I share the following video to demonstrate the process using a number line and repeated addition to multiply a whole number by fractional parts.
https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/mult-unit-frac/v/multiplying-fractions-and-whole-numbers
Following the video, I challenge my students to label the number line on the graphic organizer and solve the problem using repeated addition. Most often, there are only a few students that need guidance with the number line.
At this point, each student has three strategies for multiplying a fraction by a whole number and an example of each!
If you are interested in this activity you can access it as well as additional resources for Multiplying Fractions by a Whole Number by clicking on the links or images below.
Happy teaching!
Rena
I can hardly believe half of the school year is over! So much to teach and SO little time to get it all done!
It's time to extend previous understandings of multiplication. Students will learn to multiply a whole number by fractional parts! Providing a variety of models to represent this process with the use of a graphic organizer will make these standards a walk in the park for you and your students!
If you are not aware of the plethora of resources through Khan Academy and Learn Zillion, please take the time to familiarize yourself! To get this party started, I show my class the following video which models the process using area models.
https://learnzillion.com/lesson_plans/4654-multiply-fractions-by-whole-numbers-using-models
Then, I give my students a Graphic Organizer for multiplying fractions and challenge my class to complete the Area Model portion.
I am always surprised most of my students are able to complete the model with just the demonstration from the video! After reviewing it, pencils down, and I share the following video to demonstrate the process using a number line and repeated addition to multiply a whole number by fractional parts.
https://www.khanacademy.org/math/arithmetic-home/arith-review-fractions/mult-unit-frac/v/multiplying-fractions-and-whole-numbers
Following the video, I challenge my students to label the number line on the graphic organizer and solve the problem using repeated addition. Most often, there are only a few students that need guidance with the number line.
At this point, each student has three strategies for multiplying a fraction by a whole number and an example of each!
If you are interested in this activity you can access it as well as additional resources for Multiplying Fractions by a Whole Number by clicking on the links or images below.
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Multiplying Fractions by a Whole Number Graphic Organizers |
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Multiplying Fractions by a Whole Number Tasks & Task Cards |
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Multiplying Fractions by a Whole Number Study Guide |
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Multiplying Fractions by a Whole Number Bundle |
Happy teaching!
Rena
Tuesday, January 3, 2017
Decimals on a Number Line
Hi Friends!
It's that time of year! The time of year you must teach your 4th graders how to recognize the location of a decimal on a number line. As a teacher, this is a challenging standard to teach for two reasons:
1. It's always difficult for students to grasp the concept of a number less than 1. It can be so abstract.
2. The resources for teaching this standard are limited.
After utilizing every resource I could get my hands on, I still needed more. So, I began to create my own resources.
Decimals on a Number Line is an assignment I created to use in a variety of ways in the classroom depending on the needs of my students. For some, it was an independent assignment. For others, it was partner work, and I enjoyed the conversations I heard as I listened to their reasoning. I used it as guided practice for those still having difficulty with the standard. The homework page was used for those students I felt comfortable could either complete it independently or could benefit from the discourse of not having my support.
I also created Decimals on a Number Line Task Cards. I used this as a Seat Scoot initially and used the data I gathered from my students' responses to further guide my instruction. Later, I used the Task Cards as a center. Some were assigned to complete it independently, while others were paired with a partner.
If you are interested in either of these activities, they can be previewed by clicking the links or images below.
It's that time of year! The time of year you must teach your 4th graders how to recognize the location of a decimal on a number line. As a teacher, this is a challenging standard to teach for two reasons:
1. It's always difficult for students to grasp the concept of a number less than 1. It can be so abstract.
2. The resources for teaching this standard are limited.
After utilizing every resource I could get my hands on, I still needed more. So, I began to create my own resources.
Decimals on a Number Line is an assignment I created to use in a variety of ways in the classroom depending on the needs of my students. For some, it was an independent assignment. For others, it was partner work, and I enjoyed the conversations I heard as I listened to their reasoning. I used it as guided practice for those still having difficulty with the standard. The homework page was used for those students I felt comfortable could either complete it independently or could benefit from the discourse of not having my support.
I also created Decimals on a Number Line Task Cards. I used this as a Seat Scoot initially and used the data I gathered from my students' responses to further guide my instruction. Later, I used the Task Cards as a center. Some were assigned to complete it independently, while others were paired with a partner.
If you are interested in either of these activities, they can be previewed by clicking the links or images below.
Thank you for stopping by!! I hope you are able to use these activities, or create your own!
Rena
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