5th Grade Math- Bridges Unit 5 Module 1

March 26, 2018

Learning Students will be able to multiply a whole number by a fraction.
Target:

Setting: Self-contained Intensive Resource Room

12 students with EI/OHI/LD eligibility for special education

Materials: 100 tiles Whiteboard Markers Paper Towel Bridges Student Book

Opening: ● Students receive individualized weekly warm up packet

● Students get one teacher check, the opportunity to fix any mistakes, and turn
today’s page into the bin

Body: ● Students are put into pairs and connect their desks
● Each pair gets tiles, markers, and paper towel
● Present each expression and follow these prompts:
○ Count out how many tiles you need (whole number)
○ Draw how many circles you need (denominator)
○ Sort tiles out so each circle is even
○ How many tiles are in ____ circles (numerator)
● Students should write the expression on their desks, and turn it into an equation
with an answer once prompts are complete. Expressions:
24 x ¼ 24 x ⅛ 24 x ⅙ 24 x ⅓
● Students record their equations on the desk and teacher records them on the board
● Class conversation: what do you notice? Are there any patterns?
● Repeat prompts with the following expressions:
24 x ⅔ 24 x ⅝ 24 x ¾
● Students record their equations on the desk and teacher records them on the board
● Class conversation: what do you notice? Do you see the same patterns from the first
equations? What changed?
● How could we use these patterns to come up with a more efficient way to multiply a
whole number by a fraction?
*Students receive 4 minutes of desk drawing if they used materials appropriately during
instruction*

Individual ● Once the class has come up with an idea to more efficiently multiply a fraction by a
practice/ whole number, have them test their hypothesis by solving the problems on student
Assessment: book page ____.
● Students may use pictures and manipulatives to check their written work.

Closing:  Have students keep their work because they will use it tomorrow to help them
multiply not so friendly numbers.