Day 47 Multiplying Fractions

6th Grade Math Standards: 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.

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?

The Learning Objective: Multiply fractions to get a product.

Quote of the Day: "Nine Reasons I swear: It please my mom so much. It is a display of my manliness. It proves I have great self-control. It indicates how clearly my mind functions. It makes conversation so pleasant. It leaves no doubt in anyone’s mind as to my upbringing. It impresses people. It makes me a very desirable personality to children. It is an unmistakable sign of my culture and refinement.” – Joe Ehrmann

Question from Yesterday (as always from a student): “How many times does Friday the 13th occur in a decade?” 

Assessment: My favorite no, the clickers, circumventing the room

Agenda:

1. Self-Assessment
2. Question, Star Student, Quote of the Day
3. Review the quiz with the class
4. Do a clicker question based on paying attention to quiz review 
5. My favorite no 1/2 times 3/5 
6. Multiplying fraction notes
7. Exit Ticket
8. Start homework

Glass-Half Full: My favorite no was very useful in terms of getting students to see that multiplying was much easier than adding fractions.

Regrets: I have to get students to understand that 3/4 is not between 3 and 4. And that 7/9 is not between 7 and 9. This needs to be a concept that is mastered before even the notes go out in order for them to get any value out of estimating fraction products.