multiplying & dividing fractions
DESCRIPTION
Multiplying & Dividing Fractions. A review to test your understanding and review for your quiz. Created by: Christine Novak. Introduction. Audience: - PowerPoint PPT PresentationTRANSCRIPT
Slide 1Multiplying & Dividing Fractions
A review to test your understanding and review for your quiz
Created by: Christine Novak
1
Introduction
Audience:
This will be used with 6th grade students. These students will be able to interact with the StAIR project with little help from the instructor. Since many of my students are absent, this will allow them to review what we have done and figure out where they need extra help.
Purpose:
The goal of this project is to help students review multiplying and dividing fractions.
Instructional Objective:
GLCE (N.MR.06.01, N.FL.06.02, N.FL.06.04) Students will be learning about multiplying and dividing fractions. By the end, students will be able to successfully multiply and divide basic fractions. Students will need to have a basic working understanding of fractions, as well as know basic multiplication and division facts.
Pedagogy:
This StAIR project with involve deductive learning. The project will provide students with the rules for multiplying and dividing and then will be given several examples of multiplying and dividing fractions. Another strategy used is scaffolding. Scaffolding is used in this by providing links back to previous slides with more examples, and by providing links to websites with more information.
Active Response: The learner will go through several slides providing instruction on multiplying and dividing fractions, along with examples. Once the student has completed the examples, they will move on to the completing and answering questions on their own. Here they will practice what they have learned and receive immediate feedback. They will be demonstrating their learning by completing the questions. They will also have a worksheet that goes along with this that will test their understanding.
Feedback: The learner will receive immediate feedback on the questions they answered. The worksheet that will go along with this StAIR project will be collected and allow as another way for me to give the learner feedback. If the feedback the students receive tells them they are really struggling, scaffolding will provide them with places to go for further help, and route them back to the notes so they are review
UDL Application: Text to speech (Click Speaker)
2
Numerator
The top number of a fraction. The numerator shows how much the fraction represents
Example:
The fraction for the above bar would be 2/3.
Here 2 is the numerator because 2 bars are shaded in.
Denominator
The denominator is the bottom number of a fraction. It shows the total number of pieces.
Example:
The fraction for the above bar would be 2/3.
Here 3 is the denominator because there are a TOTAL of 3 bars.
Instructional Strategy: Direct Instruction
Multiplying Fractions: Pictorially
Did you ever wonder why when you multiplied fractions you got a smaller number than you started out with? Lets look at why…
Here we have our fraction bar (1/2)
The fraction answer is 3/ 8
In order to multiply by 3/4, I am going to take my box and divide it into 4 pieces. I will select 3 of those pieces by coloring them bright green. The last will be outlined in black.
To locate the answer, count the over-lapping boxes. There are 3 boxes that are both green and blue. There are a total of 8 boxes.
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
Lets look at another example: ¾ * 1/3
Here we have our fraction bar (3/4)
In order to multiply by 1/3, I am going to take my box and divide it into 3 pieces. I will select 1 of those pieces by coloring them bright green. The others will be outlined in black.
To locate the answer, count the over-lapping boxes. There are 3 boxes that are both green and blue. There are a total of 12 boxes.
The fraction answer is 3 / 12
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
Lets look at another example: 5/6 * 2/3
Here we have our fraction bar (5/6)
In order to multiply by 2/3, I am going to take my box and divide it into 3 pieces. I will select 2 of those pieces by coloring them bright green.
To locate the answer, count the over-lapping boxes. There are 10 boxes that are both green and blue. There are a total of 18 boxes.
The fraction is 10 / 18
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
A
B
C
10
More Help Available Online
Check out the link for more help on multiplying fractions
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
11
Check out the link for more help on multiplying fractions
Back to Example 1 for more review
You multiplied 2/2 by 1/4! You only wanted to select 1/2! Not 2…
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
12
Congrats!
Multiplying Fractions: Practice
2/12
3/7
8/3
A
B
C
14
You added the numbers
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
15
You Divided the fractions!!
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
16
Congrats!
Multiplying Fractions: Practice
3/9
2/18
1/9
A
B
C
18
You added the numbers,
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
19
Check out the link for more help on multiplying fractions
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
20
Congrats!
Multiplying Fractions: Practice
A
B
C
22
Check out the link for more help on multiplying fractions
Your Turn
You multiplied 1/6 by 1/5! You wanted to select 3/5! You need 2 more fifths!
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
23
Congrats!
Not Quite!
Check out the link for more help on multiplying fractions
Your Turn
You multiplied 1/6 by 1/5! You wanted to select 3/5! You need 2 more fifths!
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
25
Conclusion
Great Job!
For more practice multiplying fractions, take a look at the following links:
Slide Link Using the link go to Google Docs and create your own multiplication problem. You will need to both create a visual problem and explain the steps
You will need to share this problem with your instructor, so remember to send the link. Also print your problem out and turn it in.
I gave you a dark blue box and a outlined blue box for your base fraction and a green box and outlined black box for the fraction you are multiplying by.
Example 1
Example 2
Example 3
26
A review to test your understanding and review for your quiz
Created by: Christine Novak
1
Introduction
Audience:
This will be used with 6th grade students. These students will be able to interact with the StAIR project with little help from the instructor. Since many of my students are absent, this will allow them to review what we have done and figure out where they need extra help.
Purpose:
The goal of this project is to help students review multiplying and dividing fractions.
Instructional Objective:
GLCE (N.MR.06.01, N.FL.06.02, N.FL.06.04) Students will be learning about multiplying and dividing fractions. By the end, students will be able to successfully multiply and divide basic fractions. Students will need to have a basic working understanding of fractions, as well as know basic multiplication and division facts.
Pedagogy:
This StAIR project with involve deductive learning. The project will provide students with the rules for multiplying and dividing and then will be given several examples of multiplying and dividing fractions. Another strategy used is scaffolding. Scaffolding is used in this by providing links back to previous slides with more examples, and by providing links to websites with more information.
Active Response: The learner will go through several slides providing instruction on multiplying and dividing fractions, along with examples. Once the student has completed the examples, they will move on to the completing and answering questions on their own. Here they will practice what they have learned and receive immediate feedback. They will be demonstrating their learning by completing the questions. They will also have a worksheet that goes along with this that will test their understanding.
Feedback: The learner will receive immediate feedback on the questions they answered. The worksheet that will go along with this StAIR project will be collected and allow as another way for me to give the learner feedback. If the feedback the students receive tells them they are really struggling, scaffolding will provide them with places to go for further help, and route them back to the notes so they are review
UDL Application: Text to speech (Click Speaker)
2
Numerator
The top number of a fraction. The numerator shows how much the fraction represents
Example:
The fraction for the above bar would be 2/3.
Here 2 is the numerator because 2 bars are shaded in.
Denominator
The denominator is the bottom number of a fraction. It shows the total number of pieces.
Example:
The fraction for the above bar would be 2/3.
Here 3 is the denominator because there are a TOTAL of 3 bars.
Instructional Strategy: Direct Instruction
Multiplying Fractions: Pictorially
Did you ever wonder why when you multiplied fractions you got a smaller number than you started out with? Lets look at why…
Here we have our fraction bar (1/2)
The fraction answer is 3/ 8
In order to multiply by 3/4, I am going to take my box and divide it into 4 pieces. I will select 3 of those pieces by coloring them bright green. The last will be outlined in black.
To locate the answer, count the over-lapping boxes. There are 3 boxes that are both green and blue. There are a total of 8 boxes.
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
Lets look at another example: ¾ * 1/3
Here we have our fraction bar (3/4)
In order to multiply by 1/3, I am going to take my box and divide it into 3 pieces. I will select 1 of those pieces by coloring them bright green. The others will be outlined in black.
To locate the answer, count the over-lapping boxes. There are 3 boxes that are both green and blue. There are a total of 12 boxes.
The fraction answer is 3 / 12
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
Lets look at another example: 5/6 * 2/3
Here we have our fraction bar (5/6)
In order to multiply by 2/3, I am going to take my box and divide it into 3 pieces. I will select 2 of those pieces by coloring them bright green.
To locate the answer, count the over-lapping boxes. There are 10 boxes that are both green and blue. There are a total of 18 boxes.
The fraction is 10 / 18
Instructional Strategy: Direct Instruction
Multiply the numerators
Multiply the denominators
Example:
A
B
C
10
More Help Available Online
Check out the link for more help on multiplying fractions
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
11
Check out the link for more help on multiplying fractions
Back to Example 1 for more review
You multiplied 2/2 by 1/4! You only wanted to select 1/2! Not 2…
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
12
Congrats!
Multiplying Fractions: Practice
2/12
3/7
8/3
A
B
C
14
You added the numbers
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
15
You Divided the fractions!!
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
16
Congrats!
Multiplying Fractions: Practice
3/9
2/18
1/9
A
B
C
18
You added the numbers,
More Help Available Online
Check out the link for more help on multiplying fractions
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
19
Check out the link for more help on multiplying fractions
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
20
Congrats!
Multiplying Fractions: Practice
A
B
C
22
Check out the link for more help on multiplying fractions
Your Turn
You multiplied 1/6 by 1/5! You wanted to select 3/5! You need 2 more fifths!
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
23
Congrats!
Not Quite!
Check out the link for more help on multiplying fractions
Your Turn
You multiplied 1/6 by 1/5! You wanted to select 3/5! You need 2 more fifths!
Back to Question:
Instructional Strategy: Scaffolding -> Linking back to notes and examples, and links to further help online
25
Conclusion
Great Job!
For more practice multiplying fractions, take a look at the following links:
Slide Link Using the link go to Google Docs and create your own multiplication problem. You will need to both create a visual problem and explain the steps
You will need to share this problem with your instructor, so remember to send the link. Also print your problem out and turn it in.
I gave you a dark blue box and a outlined blue box for your base fraction and a green box and outlined black box for the fraction you are multiplying by.
Example 1
Example 2
Example 3
26