Ellen Spendel TE 402-Math April 29th, 2011 Lesson Study Reflection: Group One Launch Brian introduced the

lesson by going over the concept of multiplication. Brian asked the students to draw out how the would show multiplication and explain it. It was through this exercise that Brian introduced the concept of an array. This exercise worked very well since a student brought up the array through this exercise, which made it easy for Brain to connect the concept of an array to the fraction multiplication. Then Brian asked students do multiply two fractions and explain it. The students, who were so confident in how to explain multiplication before, were no longer so confident. When Brian asked one student how they know how to multiply fractions or explain it, they did not respond. When Brian pointed out how the product of two multiplied fractions is actually a smaller number, while the product of whole number was always larger than the two multiplied numbers. This was the hook in how to figure out why. Brian said that to explain it we can illustrate the problem, similarly to how it was done in the beginning of the lesson. Brian emphasized how we would always start with one, one being a box. Brian explained this by writing out 1 X . Brian explained how you can think of X as of. So he wrote of under the X. So you start one with a whole and then you divided into a half. Brian stated you continue this for the 1/3, in that it is a X 1/3, or of 1/3. Brian made sure to explain to students they use horizontal lines to divide the square first and then vertical lines. Brian then asked if the students needed to go over another problem, and he did. Students took very good notes throughout the lesson, which they used to help them with the problem they were given. Explore Students worked alone, in pairs and some in threes. Only a couple of students had difficulties or problems. One student Brian worked a lot with, was confused on how to divide the array, and forgot to divide it horizontally and then vertically. The student understood what she did wrong and what to do when she worked with Brian. A couple of groups of students presented their illustrations and were able to explain what they did and how that led them to get the answer that they did. Some students finished early and requested another problem to work on. Some students continued to work on the original problem while others began to work on the second problem. Summarize Brian briefly went over what was taught and discussed in the lesson. Brian pointed to the board and reiterated many points while pointing to equations and illustrations that he had written. Students did not ask any questions and did not contribute to the summary of the lesson. Based on the information gathered from the student interviews from this class, as predicted, these students did not know how to illustrate the multiplication of fractions.

This is evident from the fact that these students did know what to do at all when asked to explain how to multiply fractions, while when asked to explain multiplication they all got to work right away and murmured how this is too easy. Students offered explanations such as: 3+3+3+3 or 4+4+4 and count 6 five times. While when explaining 1/2 times 1/3 one student said, multiplied one times one, then two times three. When the student asked for further explanation (by Brian) said, Because I know how to multiply fractions. This student could only say how to use the algorithm, but offered not reasoning behind it. During a group explanation on group said We wrote a rectangle and we put 2 lines for 3 boxes, then we wrote straight across three lines to make four boxes, and we colored in one. So there were only 1 box with both colors in it and twelve boxes total. Students understood that they need to divide the box according to the number of parts of the fraction and that they need to color in the boxes which represent the numerator. This student shows they associate the answer with the intersection of colors. This student does not use the wording of of (for example of 1 or 1/3 of 1/4). This student clearly understood the steps of what to do and now can illustrate the multiplication of fractions. Although based on this explanation it is not completely clear whether they understand the concept. Students could draw the array for multiplication and explain that you have a certain number a certain number of times. While for fractions they can not explain it in that type of wording (for example, they do not say you have and then you divide it into one third). Another groups explanation was: we drew a big box, drew lines to break it into 5ths and then shaded 2, then we broke it into 4ths and shaded 3 in. The last group continued by saying, Can I explain how we found the answer? We looked at the boxes that had both colors and then we counted all the boxes all together This group showed their confidence, by taking the initiative to want to explain their answer. This group understood that the intersection of the colors was the answer of how many parts of the fraction and that counting the squares was the number of parts of the whole was divided into Based on these students explanations they understood the procedure that was given to them by Brian. In the students explanations they reiterated what Brian had told them to do. All these students have more of a conceptual understand of the multiplication of fractions then they did in the beginning, since they can demonstrate it visually, but I do not think that they have a complete conceptual understanding. These students need to be able to explain what they are doing when they multiple fractions without using an illustration. The illustrations depicted the students understanding of the procedure taught, although misconceptions developed were also depicted in the students drawings. A few students did not follow the row and color in all of 1/3. This mistake was more common with the second problem given to students, depicting that this problem was more challenging that the first. Or students may have realized they can figure out the answer without completely coloring in a row. One reason for this could be that the students are confused oh which divisions represent which fractions and where they should shade.

Students were still able to obtain the correct answer, without fully completing the problem. This further depicts that they may not conceptually understand fully what is going on when they are drawing the arrays. Some of the different ways that students represented the problems also gave insight on students thinking. One student used small dots to fill in the array. This student also used small dots in depicting how to portray an array for multiplication. This student is using the connection created by Brian during the launch. Another student first divided up a circle as an array instead of a square. Brendan commented on how that is how Montessori teaches fractions also with circles. This student ended up using a square array, but wanted or needed to use the circle first. This means this student may have associated his learning of fractions with circles and had to use this way first and then transfer the information to the square array. This student depicts the idea that students who are shown the same representation over and over and not give an alternative, they may get confused with shown a different representation. This student had a strong understanding of fractions, since he was able to transfer his knowledge to another situation. The only other deviation from the correct answer was that a student numbered the boxes created from the division of the array. This depicted the student knew to count the boxes in order to find the correct answer. Through an observation of one group more insight into student thinking was obtained. Despite one student drawing a correct picture, she did not want to participate. This student was shy and when only prompted several times did she participate. This student appeared to have a well developed understanding when she finally discussed her illustration. This example proves to teachers to not assume that just because a student does not participate in class does not mean they lack understanding. In addition, teachers need to get to know students and their way of learning. Teachers need to give many types of assessments to allow their students to have been chances to show that they are succeeding. Another insight obtained from this video was that one student who came up with the array for multiplication without any prompting, had a lot of difficulty using it for fractions. This demonstrates that these students have not been taught using an array with fractions before and that it is difficult for them to understand how they could use an array in both problems/. There was an unusual lack of questions asked during a lesson. No matter how clear and effective a teacher, there is almost always questions asked by the students. The only time there were questions asked were during the explore period, this question was about what to do after you divide the whole (the student only vertically divided the array but not horizontally). Our group had a discussion on how students most likely did not ask question because everything Brian had went over was completely clear, but because of their learning background and our set it up. These students usually work individually and are never taught lessons as a whole group (and at that rarely instructed by a teacher at all). Based on this background students are not used to asking questions after instruction. Usually during work time will a student ask the teacher question and this not as common as in traditional classroom. This may be why the only question asked was during the explore period. These students were also not familiar to Brian, which could have made them even more hesitant to asking questions

Also based on the Montessori structure, my classmates at Wexford and I have noticed a pattern that students often can follow procedures well but do not have a good conceptual understanding. This could have been carried through in the lesson, since it seemed students may have been following the procedure, but not conceptually understanding. In addition, since this class understood how to use the algorithm of multiplying fractions, this lesson is less authentic then if they had not known. If students had to use the procedure we gave them using the arrays, they could have more effectively understand why they were doing what they were doing, and how they got that as their answer. A main issue that I have discussed in this lesson is how to develop mathematical concepts for students, especially one as difficult as multiplying fractions. If I could apply a real world problem to this lesson and/or an assessment of a different shape and a real world problem, I would be confident to understanding whether or not if students conceptually understand how to multiple fractions. This issue of students conceptual understanding is one I would like to pursue in my teaching career. In this class we have looked at many ways to help students develop conceptual understanding. Some ways I would help students develop this would be not simply teaching algorithms, in fact I would not teach the algorithm until conceptual understanding has been achieved. II will focus on how to solve a problem and why. I will incorporate manipulatives where appropriate, but make sure that students make connections between the manipulatives and the problems. This connection needs to also be made between mathematical symbols and what they mean. Then I would have students explore the reasoning and discuss it. To make sure that students actually understand the concepts, I will assess them with a problem with a different scenario and have them explain their reasoning in math journal. Through this type of assessment I will be able to know when my students conceptually understand a mathematical problem or topic, and then discover which of my techniques work and which do not

Math Lesson Study: Multiply Fractions

Introduction: Goals and GLCEs (with scaffolding for each grade) The overall focus (and overarching goal) of our groups designed lesson is that of providing our students with the means through which they will be able to comprehensibly understand, conceptualize, and (eventually) utilize authentic visual representations/arrays within their fractional multiplication work. The core mathematical concepts/target content that are/is at the core of our lesson include the following: that the use of an array system (and visual representations in general) allow us to see and make sense of the mathematics that we are engaging in; that, in comparison to whole numberwhole number multiplication, the product of fraction-fraction multiplication is a smaller quantity than both the multiplicand and multiplier (we will also be engaging in a deep discussion in regards to why /how the creation of this smaller product makes sense conceptually). Thus, the mathematical process that will be under investigation through this lesson study is that of multiplication. As our group will be teaching within a Montessori environment, there will be three Michigan Grade Level Content Expectations that will serve as the basis of our instruction; these GLCEs include: 4th grade: N.MR.04.30 Multiply fractions by whole numbers, using repeated addition and area or array models. Scaffolding that will be required: Obviously, as the designed lesson task pertains to the multiplication of two fractions, the classs fourth grade students may be at a disadvantage due to lack of prior topic knowledge and/or previous experience. It will be essential that the instructor identifies which students are in this grade, and directly scaffold their understanding of the completion of the task through explicit instruction in regards to how to use an array to solve (and conceptualize) a whole number-fraction multiplication problem (i.e., 2 X 1/3). After modeling and thoroughly explaining the completion of several whole number-fraction items (most likely will be done in a small group during the time allotted for exploration, and the multiplication will be explained through successive addition of a series of visually drawn, fractional arrays), the fourth grade students will be provided the opportunity to attempt to solve the lessons targeted problem; we do not expect a high level of success from these students in regards to their production of the correct answer. Rather, for the fourth grade students, the overall goal will be that of helping them to understand the value of the use of arrays (i.e., personalized visual representations) in coming to make sense of fractional multiplication. 5th grade: N.ME.05.12 Find the product of two unit fractions with small denominators using an area model. Scaffolding that will be required: Our group believes that, for the classs fifth grade students, our designed task will meet many of their zones of proximal development, meaning that, although these students may have never been explicitly exposed to the use of array models when working to solve fractional multiplication, when accompanied with direct and comprehensible instructor scaffolding, many will be able achieve success with

this task. Therefore, for the purposes of this investigation, apart from the whole group instruction and demonstration during our lessons launch phase, these students will receive minimal direct intervention from the instructor (obviously, unless explicit assistance is required). The data that we plan to collect will be based upon how our students conceptualize and think through the designed task, and, therefore, allowing the student pairings to work independently as much as possible will be both necessary and beneficial. Please note: Corvell, within your commentary of our original draft, you posed an interesting point in regards to the assumption that was made about the 5th grade students ZPDit would be brash to assume that all of these students are at the same place mathematically and/or conceptually, and, therefore, this specific group of students thinking will need to be consistently and appropriately monitored during the lesson. If necessary, depending upon the 5th students level of developing understanding during the explore portion of the lesson (which will be gauged during the time that the instructor is interacting with specific pairings during the explore portion of the lesson), they will be offered the opportunity to receive the explicit scaffolding that will be provided to the 4th grade students as described above (After modeling and thoroughly explaining the completion of several whole number-fraction items (most likely will be done in a small group during the time allotted for exploration, and the multiplication will be explained through successive addition of a series of visually drawn, fractional arrays), the fourth grade students will be provided the opportunity to attempt to solve the lessons targeted problem). 6th grade: N.FL.06.04 Multiply and divide any two fractions, including mixed numbers, fluently. Scaffolding that will be required: Our groups only concern in regards to the classs sixth grade students is that the designed task will not be conceptually challenging enough, and, as a result, many of these students will be stagnant while their younger peers are still engaged in their work. Although we do not necessarily anticipate this to be the case (as the classs students have never before represented and/or communicated their understanding of fractional multiplication through the use of arrays), we felt that it was appropriate to design an alternative task specifically for the sixth grade students. The following task will be presented to students if necessary 2/5 X . If presented with this alternative task, the students will be required to visually represent their solution through the use of an array model and, if time permits, verbalize their conceptualizations to their classmates. As we alluded to in our power point presentation, we selected this specific content area, process, and topic for a variety of reasonsas we have discussed, both the teaching and understanding of the use of array models within the area of multiplication is both complex and rather abstract, and, therefore, through this lesson, we believe that we will be able to extract valuable and applicable data that will benefit each of us in our future instruction. Additionally, we have discussed throughout the semester the potential usefulness (and potential restrictions) of utilizing visual representations within the mathematics classrooms; through designing a lesson that has the use of array models at its core, we believe that we will all be provided with beneficial experience in regards to

this instructional method. We believe that our designed lesson will be extremely effective in explaining and concretizing the underlying mathematical concepts pertaining to fractional multiplicationthe designed task is not overly difficult mathematically, and, therefore, the focus of the lesson will be placed upon whether or not our students are obtaining a deep understanding of the reasoning behind the visual production of the answers that they identify (i.e., What is happening within the arrays that are being created? How does the use of an array help us to explain the answers that are produced when we multiply two fractions?) Lessons Accompanying Common Core Standard: We believe that the following Common Core Standard (designed for the 5th grade) serves to encompass the designated learning goals for each of the three targeted grades: Common Core Critical Area: Developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions) Standard: 4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation; do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths; multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas Lessons Accompanying NCTM Standards: 4th and 5th Grade Correlating Standards: Understanding Numbers: Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers Use models, benchmarks, and equivalent forms to judge the size of fractions Recognize and generate equivalent forms of commonly used fractions

Understanding Meanings:

Understand various meanings of multiplication and division Understand the effects of multiplying and dividing whole numbers

During grades 35, students should build their understanding of fractions as parts of a whole and as division. They will need to see and explore a variety of models of fractions, focusing primarily on familiar fractions such as halves, thirds, fourths, fifths, sixths, eighths, and tenths. By using an area model in which part of a region is shaded, students can see how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions (Number and Operations Standards for Grades 3-5; retrieved from the main National Council of Teachers of Mathematics website). 6th Grade Correlating NCTM Standards: Understanding Numbers: Work flexibly with fractions, decimals, and percents to solve problems

Compute Fluency: Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation (representational arrays), and apply the selected methods In the middle grades, students should become facile in working with fractions, decimals, and percents. Teachers can help students deepen their understanding of rational numbers by presenting problems that call for flexible thinking. At the heart of flexibility in working with rational numbers is a solid understanding of different representations for fractions, decimals, and percents. In grades 35, students should have learned to generate and recognize equivalent forms of fractions, decimals, and percents, at least in some simple cases. In the middle grades, students should build on and extend this experience to become facile in using fractions, decimals, and percents meaningfully. Students can develop a deep understanding of rational numbers through experiences with a variety of models (Number and Operations Standards for Grades 6-8; retrieved from the main National Council of Teachers of Mathematics website). Explain your predictions about student thinking. What are all the different ways that students might solve the task (both correct and incorrect)? What are specific issues that students might struggle within the lesson? We think one of the biggest struggles the students will face is that they wont divide equally. During Sarahs math interview with these students she found that they didnt understand how to divide things in an equal way, so this may affect our lesson. Also, the students couldnt show fractions using shapes. Our main focus in the lesson is getting students to understand how to show fractions using pictures (an array), so we think students might struggle with this idea at first. There is also at least one advanced student in the class who may think this task is easy. However, were not sure if

she will be able to actually show how she finds her answers and explain it using an array model. One of the strategies we anticipate the students using is the array model that we demonstrate for them in the Launch section. For example in this strategy, if the students were solving * 1/3, the students would break the whole into three parts vertically and two parts horizontally, then they shade in the overlapping portions. Another strategy that students could use when solving that problem, is they could first break the whole up into two parts first. Then the student would take one of those two parts (1/2) and break it up into three parts, where they would shade in one of those three parts to get a smaller part that is 1/6 of the entire original shape. Explain your plan for data collection (be specific about what the observers will focus on and what specific data they will collect). While the lesson is going on, we plan to split up data collection amongst the remaining members of the group. One person will focus on all the different questions asked by the students throughout the lesson. A second person will focus on the pictures the students are drawing (array models). The third person will focus on the explanations the students are giving to back up their thinking. The last person will focus on a specific group of students to see how they are interacting with the math and what they are struggling with or doing well at. We plan to audio record our lesson and video record it if possible. We will also collect the students work for further review. After our lesson, we will be able to look at the data we have collected and analyze it to see whether our students met out goals we had laid out for them during the lesson Explain how your lesson relates to any of the measurement readings. One reading our lesson can relate to is the creating, naming, justifying article from the course pack. In figure 5 of this article, the author is explaining how to multiply two fractions using pictures. This is a similar strategy to what were doing, but instead of using a bar and breaking that up, were using an array (square) and seeing where the two numbers overlap each other. The article says this way of multiplying fractions is useful because it illustrates the usefulness of providing your students with fraction-creation and fraction-justification tasks. (Siebert and Gaskin, 2006, p. 399) Our lesson relates to this because we are having the students create as well as justify. The students will be creating their array model and then justifying why and how this model works to solve the problem they were given. Lesson Outline: Names of group members Sarah Artt, Brian Leslie, Brendan Hunt, Ellen Spendel, Kristin Beery Senior who will be teaching lesson Brian Leslie

Date and time to teach April 15th, 2011 at 10:00 a.m. Title Multiplication of fractions through the use of arrays Rationale Students we work with do not conceptually understand the idea of fractions as well as what they are doing when multiplying fractions. This lesson exposes students to a different perspective, which may help them conceptually develop what multiplying fractions means. Learning Goals and Objectives The overall goal of this lesson study investigation is for the students to gain and possess a deep understanding of how to visually represent and multiply fractions. This lesson will provide students with a comprehensible array strategy through which they will be able make sense of fractional multiplication. Because our lesson is going to be presented to students who are currently at different grade levels we have picked GLCEs that students will be expected to master at their individual grades. These GLCEs are also guidelines for scaffolding students who may be above or below their grade level.

4th grade GLCE: N.MR.04.30 Multiply fractions by whole numbers, using repeated
addition and area or array models. 5th grade GLCE: N.ME.05.12 Find the product of two unit fractions with small denominators using an area model.* 6th grade GLCE: N.FL.06.04 Multiply and divide any two fractions, including mixed numbers, fluently.

Lessons Accompanying Common Core Standard: We believe that the following Common Core Standard (designed for the 5th grade) serves to encompass the designated learning goals for each of the three targeted grades: Common Core Critical Area: Developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions) Standard:

4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation; do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths; multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas Lessons Accompanying NCTM Standards: 4th and 5th Grade Correlating Standards: Understanding Numbers: Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers Use models, benchmarks, and equivalent forms to judge the size of fractions Recognize and generate equivalent forms of commonly used fractions

Understanding Meanings: Understand various meanings of multiplication and division Understand the effects of multiplying and dividing whole numbers

During grades 35, students should build their understanding of fractions as parts of a whole and as division. They will need to see and explore a variety of models of fractions, focusing primarily on familiar fractions such as halves, thirds, fourths, fifths, sixths, eighths, and tenths. By using an area model in which part of a region is shaded, students can see how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions (Number and Operations Standards for Grades 3-5; retrieved from the main National Council of Teachers of Mathematics website). 6th Grade Correlating NCTM Standards: Understanding Numbers: Work flexibly with fractions, decimals, and percents to solve problems

Compute Fluency:

 Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation (representational arrays), and apply the selected methods In the middle grades, students should become facile in working with fractions, decimals, and percents. Teachers can help students deepen their understanding of rational numbers by presenting problems that call for flexible thinking. At the heart of flexibility in working with rational numbers is a solid understanding of different representations for fractions, decimals, and percents. In grades 35, students should have learned to generate and recognize equivalent forms of fractions, decimals, and percents, at least in some simple cases. In the middle grades, students should build on and extend this experience to become facile in using fractions, decimals, and percents meaningfully. Students can develop a deep understanding of rational numbers through experiences with a variety of models (Number and Operations Standards for Grades 6-8; retrieved from the main National Council of Teachers of Mathematics website). Modifications The instructor will work to identify students who will require extensive and/or individualized academic, social, or behavioral supports and/or accommodations. These types of accommodations that will be offered to students will include (but will not be limited to) being provided with the opportunity to sit in close proximity to the instructor, being provided with extensive "one-on-one" instruction/scaffolding from the lesson's teacher, being provided with the opportunity to "take breaks" if/when feeling overwhelmed (based upon the student's ability to self-monitor), and being provided with the opportunity to work extensively with manipulative/tactile aides in order to boost overall content understanding. Script: (Launch) Today we are going to review fractions and multiplying fractions. First I want to show all of you an array representation of a fraction. Does anyone know how to show on array? (Draw an array onto the projector). Give examples of , 2/14, ect. Ask students to draw an example of their own on their paper. Ask a couple of students to draw their own example on the board. Emphasize that you always start with a whole of 1). Alright, good job, you all should have a good understanding of what an array model of a fraction is, if not I will be walking around the room to help you (Please note: All throughout the students engagement in their paired work, the instructor (Brian) will be fluctuating around the room, specifically addressing the needs of students and monitoring each pairings progress). Now, lets focus on multiplying fractions. Can anyone show me how you multiply fractions? Can anyone show me another way? (if not review how to multiply fractions using the algorithm). Now I want to show you something, and I want you guys to pay close attention (write on board a few multiplication of whole numbers and then multiply some of the same numbers with fractions). What do you notice about

the results of the whole numbers being multiplied by whole numbers, whole numbers being multiplied by fractions and fractions being multiplied by fractions? Do the numbers increase or decrease? Why??? Hard to explain right! Thats what we are going to figure out today! I want you all to visually represent the multiplication of fractions using the array model we went over; this will help us figure it out! First I am going to model an example for you, using times 1/3. Lets always start with 1 (draw a box on the projector) and we will think first of out of one (draw array into a using horizontal lines). Then we will draw 1/3 of an array (make sure to use different coloring for the shading and divide the array vertically). Now we are going to place these transparencies over each other Lets see where these two intersect, and shade it. The area where we shaded is 1/6, which is 1/3 multiplied by . Now, to help us understand what this means, lets apply this to a real world situation. Kind of hard to think of when we multiply fractions in real life right? Let me show you one! So say, I have huge sheet of paper, (draw as a whole on the projector) that I have to share with two other teachers, so I divide it into thirds (do on projector). Each of those teachers then have to share their portion with their student intern, like Ms. Artt, so I have to divide the 1/3 I have of the banner, into a half and so do the other teachers (draw on the projector). Lets count how many pieces there are now. Lets see, three pieces were cut up and each of those divided into to, so there are now six pieces, what fraction do I have of the original banner out of all those pieces? (Connect to multiplication- 3 groups of 1/3 and each of those becomes 2 groups of ) Are there any questions? Alright lets clarify a few thingswhat is the first step? Second Stepect Why do we start with an a box? What are we doing with the first division? How do I figure out the numerator? The denominator? (ask questions you think students may be confused about, for some questions have students do a pair share so they can discuss it and see if they have problems and will ask you) You guys are going to be doing your own arrays, so please let me know if you have a question (Please note: If necessary, based upon the students understanding (or lack thereof) of this initial array model, the instructor (Brian) will demonstrate the construction of a second fraction x fraction array using 2/4 times 2/3 (give another real world example using the banner idea)this second whole-group model will, obviously, serve the purpose of providing the students with more extensive scaffolding prior to allowing them to beginning working through the designed task within their respective pairings). You all are going to repeat these steps, make your own array, representing the multiplication of fractions. I will be handing out transparencies for you to use, you can also do some work on paper if that is helpful. You will then present to the class and explain what you did and why it works. When you are drawing your own arrays, I want you to start with 1 also, remember think. Alright, you can work on partners or work alone, it is you choice. You will need markers and rulers might be helpful too. I will be around to help you. You will present your drawing to the class and explain what you did. I will walk around the room, to check in with you or you and your partner, and see how it is going for you. (Explore) After the Launch students will be given the actual task that they will be working on. The problem that they have to solve is the multiplication of 1/3 times 1/4. Students will be asked to apply this to the real world banner example (or their own if they can!), in their explanation of their example. Our group collectively decided that it would be most

beneficial to design a single task for each of the three grades of students to engage in due to the fact that the underlying goal of this lesson study is to provide the students with a representational method through which they can better conceptualize (make sense of) fractional multiplication (i.e., the focus is not centered on how one goes about multiplying fractions), by providing the students with a unified item to represent through their arrays, we believe that a more thorough collective understanding (amongst all students) will present itself. Additionally, if necessary, as we have mentioned throughout this plan, specific scaffolding (through the use of alternative items [both whole number x fraction and fraction x fraction) will be provided to students who are in need of more explicit support. The students will be told that they can choose a spot in the room to work at as long as it is a place where they will not be distracted by their friends or other objects in the room. If a problem arises with the seating of the students during the Exploring portion of the lesson, then they will be moved to their assigned areas in the classroom. At this time students will also be notified that they are allowed to work in pairs or groups of three (at most) if they feel it will help them to understand the process of the problem. By working in pairs they will be able to bounce ideas off each other and gain understanding through their partners perspectives. The students will also feel more comfortable working in this setting rather than in a larger group setting because they are very rarely exposed to that in their classroom. After the students are in their places and have their materials in front of them the instructor will give them the task and write it on the board, which is to multiply one-half times one-third. Since the students in the Montessori program are accustomed to working independently, and therefore do not have a great deal of experience using discussions or think aloud activities. As the students are exploring, the instructor will have the responsibility of walking around to each individual, or group, and observe students? progress. It is likely that the instructor will need to stimulate discussion amongst the students so that they can gain a deeper understanding of what multiplying fractions means. For example, if the student(s) have trouble getting started with the task the instructor will talk to them and ask them questions such as Can you describe to your partner and I what it means to multiply fractions? Another question that the instructor will ask students who are struggling will be Can you draw a picture or build another model to illustrate * 1/3? This question will give the student another opportunity to solve the problem in case they do not understand the explicit array model that was demonstrated. (Note: They may have another way to solve the problem and although we are trying to focus our lesson around the array model, we understand that the students may interpret the question differently. Therefore if the student can explain their solution coherently it will be accepted.) Other questions that the instructor will ask to help students get started solving would be Is there anything you dont understand about the problem? What else would you like to know before solving? How else could you describe the problem in your own words? What are the main steps to this problem? What is the tricky part to this problem? (The Missing Link-Teacher Planning Tools, pg. 155) Some of the questions that will be used by the instructor during the explore portion of the lesson would be What does your picture tell us? Can you describe to your partner

and I what it means to multiply fractions?, Explain why you chose to solve the problem in this way?, or Can you think of a real life situation that this applies to?. Using these questions will help the students explain their thinking, and keep them engaged in solving the problem. Additionally the instructor plans to use the following questions in order to push student to thinking further are Can you explain your reasoning? What do you plan to do next? What else would you like to know?. During the explore portion of the lesson it will be the instructors job to take notes as the students explain their reasoning so that a measurement of the students understanding can be determined. Things to look at when talking to the students are whether or not they used the array model correctly and if they had a correct explanation of what it means to multiply fractions. After there has been enough time for some of the students to finish the task, the instructor will tell everyone that if they have completed their solution to the first they must try to solve the next problem, which will be written on the board. As students are finishing with the task they will be asked to come back together so that they can talk as a group about the solutions that everyone came up with. (Summarize) So after going over the problems and examples that we just discussed, we can come up with a few generalization steps for how to multiply fractions. First, if the problem is a fraction multiplied by a fraction, then we can say we will multiply by 1 to get an array and solve from there. Second, we need to remember that the lines we draw on our array need to go opposite ways for each fraction. Third, we need to understand that by multiplying the top numbers and the bottom numbers we can come up with the correct answer, the array is simply the reason that this works. Also we need to remember that it is a whole that we are taking fractions of, this goes right along with what we talked about when we say multiply by 1. Even though we are multiplying numbers it is not always true that we will get a bigger number. When we multiply fractions we are actually going to get a smaller number since it will be only a little bit of the group as opposed to many groups like we saw when we multiply whole numbers.

Assessment: Have students represent the multiplication of fractions using a different shape (a hexagon, circle) they can draw it or use manipultives. Have students write out an explanation of what they did, why they did it and explain what it means and apply it to their own real world example.

Data Report: Students drawings Problems students had:

drawing only vertical lines instead of horizontal lines which caused difficulty in what areas to shade Some students only used one color, which may have caused confusion only coloring in one box instead of the whole row needed to color in (for example a student will had divided up the square into fourths vertically and then shaded in one fourth, than they divided the square into thirds horizontally and only shaded in the overlapping square shown below:

The student should have colored four boxes blue, but only colored one, showing a confusion of how they divided the square and what it means

- Many students made this mistake more with the second problem 2/5 X Things students did differently: One student divided a circle into squares instead of a box; although he crossed it out and then made a square array One student made circle dots instead of making squares out of the array One student numbered the squares to help him

Review of my Peers: I felt that we worked very well together, and working together made our lesson better than it would have been if we had done it individually. Everyone contributed well and worked hard on the lesson. We divided the work as well as collaborated. Each group member cared about the lesson and wanted it to be the best it could be.