Page 147 - NUMINO TG_5A
P. 147
068_G5U09_G6U13_TG 2014.4.18 2:38 PM ˘ ` 130
Activity 1 Multiplication of Whole Numbers and Fractions
jOb ective Multiply fractions using a variety of methods.
1. Textbook Instructions Activity 1 Multiplication of Whole Numbers and Fractions
1. Have students look at the three different Have students look at how Ryan, Thomas, and Kate solved the multiplication problem. Have them
methods used to solve the multiplication solve the problem using the 3 methods. Which method do they think is the best?
problem.
Method 1: Simplifies in the third step. 1 . Multiply.
Method 2: Simplifies in the second step.
Method 3: Simplifies in the first step. Solve 6 3 using different methods.
Which method do you think is the best? 8
Point out to the students that none of the
solutions are wrong. The key to the solution is Look how 63 9 1
simplifying the fraction with a common factor. I solved the 3 8 18 9 4
At what point each student found the common 6 8 8 4 2
factor determines the ease of solving the problem!
problem. The common factor in the problem is 4
2. Ryan took three steps to find the common I used a
factor, Thomas took two steps, while Kate different method. 3 1
found it in the first step. 3 63 9 4
6 8 8 4 2
Have students solve the problems using their
preferred method. Have students explain 4
how they solved the problems.
My method is 3 3 9 2 1
the simplest! 8 4 4
6
4
a. 3 5 2 1 b. 6 4 2 2
6 2 9 3
c. 10 2 d. 8 5 3 1
54 12 3
Explain how you solved the problems above.
Have students explain the method that they used to solve the problems.
80
2. Build Understanding
It may be easier for some students to multiply whole Are they the same?
numbers and fractions if they think of whole numbers as 3 or 3
1
fractions, too, as a whole number is a fraction with a
denominator of 1. The number 3 turns into the fraction 3 . 6 or 6
1 1
Denominators do not change when they are multiplied.
Example: 1a. The numbers are the same. 3 over 1 is just
another way of saying that the number 3 is
3 5 becomes 3 5 . a whole number.
6 1 6
130 NUMINO Teacher s Guide
Activity 1 Multiplication of Whole Numbers and Fractions
jOb ective Multiply fractions using a variety of methods.
1. Textbook Instructions Activity 1 Multiplication of Whole Numbers and Fractions
1. Have students look at the three different Have students look at how Ryan, Thomas, and Kate solved the multiplication problem. Have them
methods used to solve the multiplication solve the problem using the 3 methods. Which method do they think is the best?
problem.
Method 1: Simplifies in the third step. 1 . Multiply.
Method 2: Simplifies in the second step.
Method 3: Simplifies in the first step. Solve 6 3 using different methods.
Which method do you think is the best? 8
Point out to the students that none of the
solutions are wrong. The key to the solution is Look how 63 9 1
simplifying the fraction with a common factor. I solved the 3 8 18 9 4
At what point each student found the common 6 8 8 4 2
factor determines the ease of solving the problem!
problem. The common factor in the problem is 4
2. Ryan took three steps to find the common I used a
factor, Thomas took two steps, while Kate different method. 3 1
found it in the first step. 3 63 9 4
6 8 8 4 2
Have students solve the problems using their
preferred method. Have students explain 4
how they solved the problems.
My method is 3 3 9 2 1
the simplest! 8 4 4
6
4
a. 3 5 2 1 b. 6 4 2 2
6 2 9 3
c. 10 2 d. 8 5 3 1
54 12 3
Explain how you solved the problems above.
Have students explain the method that they used to solve the problems.
80
2. Build Understanding
It may be easier for some students to multiply whole Are they the same?
numbers and fractions if they think of whole numbers as 3 or 3
1
fractions, too, as a whole number is a fraction with a
denominator of 1. The number 3 turns into the fraction 3 . 6 or 6
1 1
Denominators do not change when they are multiplied.
Example: 1a. The numbers are the same. 3 over 1 is just
another way of saying that the number 3 is
3 5 becomes 3 5 . a whole number.
6 1 6
130 NUMINO Teacher s Guide
