Day 48 Multiplying Fractions Day 2

6th Grade Math Standards: 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc .) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

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 in a real-world context

Quote of the Day: “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” – Carol Dweck

Question from Yesterday (as always from a student): "You are saying 0 and 1 is between 3/8 shouldn't you say 3/8 is between 0 and 1?"

Assessment: Mad minutes, Marker boards, circumventing the room, checking last night's homework

Agenda:

1. Jumpstart - Visual Pattern #13
2. Question, Star Student, Quote of the Day
3. Review yesterday's exit ticket
4. Review the homework with the class on the board
5. 3-minute drill
6. Continue reviewing homework while simultaneously peppering students
7. Limits (from LTF)

Students were really challenged on the visual patterns for the first time this year. It was great to see them respond with persevering when they could not identify a quick pattern.

Glass-Half Full: The marker boards were a bit of a savior today. I just asked students to hold them up. I felt like the rat from Ratatouille when he was testing the work of the other rats who were cooking. "Good, simplify, nice, convert to a mixed number, multiply the fraction and the whole number, excellent use of cross reducing, you don't need a common denominator."

Regrets: Assigning too many problems on the homework yesterday. I never assessed many of the questions and did not review them in class either.

Link of the Day: Puzzlor is fun and a little challenging at times.