Lesson Plan Template

MAED 3224
Subject: 4th Grade Math Central Focus: Multiplying Fractions

Common Core Objective: CCSS.4.NF.B.4 Date taught: 3-15-18

Apply and extend previous understandings of
multiplication to multiply a fraction by a whole
number
Daily Lesson Objective:
Performance- Students will represent the multiplication of whole numbers times fractions using
visual models.

Conditions- Independently

Criteria- 80% on Exit Ticket

Students will be able to independently represent the multiplication of whole numbers times fractions
using visual models. Students should score at least 80% on their exit ticket.

Prerequisite knowledge and skills needed: Fractions, Associative Property, Multiplication

Activity Description of Activities and Setting Time

1. Engage Have students start by practicing their skip 10 min.
counting. Ask students to count by 3’s to 30,
starting at 0. Then, have students count by 3 tenths
to 30 tenths, starting at 0 tenths. Then, give
students 4 multiplication problems: 4 x ⅔ , 3 x ⅔ , 4
x ⅖, 5 x ⅗ to review from the previous lesson. Then,
work out the application problem: Rhonda
exercised ⅚ hour every day for five days. How
many hours did Rhonda exercise? Using a tape
diagram. Ask students: Which method did you
choose to solve the problem? How do you know
how many equal groups to use in the tape
diagram?
2. Explore On their whiteboards, have students work in 20 min.
(including solutions of major tasks) partners to write the corresponding multiplication
expression to the application problem. Ask
students: Which method do you prefer? Tape
 diagram or multiplying across the numerator and
denominator? Next, have the students discuss and
solve the equation 6 x ⅜ . After this, move on to the
word problem: The serving size for cereal is ⅔ cup.
27 students in health class measured out one
serving to eat for breakfast. If one box of cereal
contains 16 cups, how many boxes of cereal were
needed?
3. Explain Have a student work out the solution for each of 10 min.
the questions in Explore. ( the cereal problem and 6
x ⅜) Have two students explain their work and
discuss the answers with the class. Ask students:
What was the first step in the Cereal problem? How
did you know how many boxes of cereal they had to
use?
4. Elaborate/Extend Problem set (answer key included below) For 15 min.
struggling students, allow them to work in partners
or modify the worksheet to where they only do half.
For students who finish early, have a fraction review
packet ready for them to begin.
5. Evaluate Exit ticket problem: It takes Skylar 3/8 of an hour to 5 min.
(assessment methods) drive to the mall. If she goes to the mall 6 times, how
many hours did she drive?
Rubric (out of 5 points)
3 points for correct answer
1 point for correct equation
1 point for correct tape diagram

Materials/Technology: Lesson based off of EngageNY Common Core Math Curriculum

Lesson 36. Copies of Problem Sets and Exit tickets. Individual white boards.