6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as
would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and
V = bh to find volumes of right rectangular prisms with fractional edge lengths in the context of
solving real-world and mathematical problems.
The Learning Objective: Multiply fractions to find a product.
Quote of the Day: “You can have the courage to be positive as you get up in the morning to face the day. You can have the courage to be gracious in defeat. You can have the courage to apologize when you hurt someone or make a mistake. You can have the courage to try something new - any small thing. Each time you display bravery of any kind, you make an investment in your courage. Do that long enough, and you will begin to live a lifestyle of courage. And when the bigger risks come, they will seem much smaller to you because you will have become much larger.” - John Maxwell
Agenda:
- Jumpstart on converting mixed numbers to improper fractions
- Review the homework on unlike fractions by having students do the problems on the board (4 at a time)
- My favorite no 3/5 x 1/2
- Multiplication Fractions Notes
- Multiplication ticket to leave
- Multiplication HW started
The Assessment: My favorite no and the ticket to leave. Keep in mind the problem was 1/2 times 3/5. While the most popular was 3/10. The three pictures listed below appeared more than once today during the pre-assessment. The post-assessment in the last picture appears great in that picture, but it too was far from perfect - although students demonstrated gains in fractions times fraction (mixed numbers was harder).
Homework: Page 269-270 all problems.
My Glass Half-Full Take: I really enjoyed having students come to the board and do the problems from the homework. This sounds like it's teaching 101, but I almost never have students go to the board. It was great because I did it essentially by cold calling and by picking students that I knew had the wrong answer or no clue how to do a problem. The answers we got were very telling. It provoked questions like what difference does it make when the denominators are 6 and 9, and the common denominator is 36 instead of 18? Things I would have never gotten to thinking on my own.
One Thing to Do Differently: I would change the my favorite no to include mixed numbers instead of regular fractions. The majority of students could do the my favorite no, so in a sense it led to over-confidence during the notes. When I did the ticket to leave most students couldn't actually do a mixed number times a mixed number, and that's after I did a problem with a mixed number in the notes.
I would also change the notes so that the third problem was a mixed number times a mixed number instead of a mixed number times a fraction. As part of this, it's important to let students try to solve it on their own first so they have more interest and are invested when I review it at the board.
I also wish that I had done a jumpstart on something as simple as what two whole numbers is 3 and 2/5 between. In doing an estimate of these problems it's amazing how many students have no idea what to say when I ask them what's a whole number that's too low and too high for 3 and 2/5. They all want to go way too low or way too high. Some say numbers that are both too high.
Link of the Day: Inspiration for working hard and seeing things through courtesy of one of my colleagues.
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