Page 151 - NUMINO TG_5A
P. 151
068_G5U09_G6U13_TG 2014.4.18 2:38 PM ˘ ` 134
Activity 3 Different Ways to Multiply
jOb ective Learn different ways to multiply.
1. Textbook Instructions Activity 3 Different Ways to Multiply
1. Have students look at the three different 1 . Multiply. Have students look at the different methods to see how 2 proper fractions can be
methods used to solve the multiplication multiplied. Have them solve the problems using the 3 methods.
problem.
Solve 3 4 using different methods.
Before you start, explain that all three 8 15
methods are correct, but that with Methods
2 and 3, it take less time to solve problems Look how 1
than with Method 1. I solved the
Method 1: Simplifies in the third step. 3 4 3 4 12 1
Method 2: Simplifies in the second step. problem! 8 15 8 15 120 10
Method 3: Simplifies in the first step.
I used a 10
Have students solve the problems using the different method.
three methods. 11
My method is
Have them explain how they solved the the simplest! 3 4 34 1
problems. 8 15 8 15 10
Why the first method is hardest and the
third method is the easiest? Because of 25
the number of steps used in each method.
11
3 41
8 15 10
25
a. 1 31 b. 5 93
12 4 16 6 10 4
c. 2 51 d. 4 68
5 84 9 7 21
Explain how you solved the problems above.
Have students explain the method that they used to solve the problems.
84
2. Build Understanding
Fractions are thousands of years old. Historians believe the Babylonians were the first to use fractions as
evidenced by numbers found carved on ancient stone tablets. The use of fractions was later refined by the
ancient Greeks, Romans, Egyptians and East Indians. A more recent enhancement, dating back to the 1700s,
is the use of the diagonal bar to divide the numerator and the denominator. A diagonal bar was easier to use
than a horizontal bar after printing with movable type was invented.
113344 NUMINO Teacher s Guide
Activity 3 Different Ways to Multiply
jOb ective Learn different ways to multiply.
1. Textbook Instructions Activity 3 Different Ways to Multiply
1. Have students look at the three different 1 . Multiply. Have students look at the different methods to see how 2 proper fractions can be
methods used to solve the multiplication multiplied. Have them solve the problems using the 3 methods.
problem.
Solve 3 4 using different methods.
Before you start, explain that all three 8 15
methods are correct, but that with Methods
2 and 3, it take less time to solve problems Look how 1
than with Method 1. I solved the
Method 1: Simplifies in the third step. 3 4 3 4 12 1
Method 2: Simplifies in the second step. problem! 8 15 8 15 120 10
Method 3: Simplifies in the first step.
I used a 10
Have students solve the problems using the different method.
three methods. 11
My method is
Have them explain how they solved the the simplest! 3 4 34 1
problems. 8 15 8 15 10
Why the first method is hardest and the
third method is the easiest? Because of 25
the number of steps used in each method.
11
3 41
8 15 10
25
a. 1 31 b. 5 93
12 4 16 6 10 4
c. 2 51 d. 4 68
5 84 9 7 21
Explain how you solved the problems above.
Have students explain the method that they used to solve the problems.
84
2. Build Understanding
Fractions are thousands of years old. Historians believe the Babylonians were the first to use fractions as
evidenced by numbers found carved on ancient stone tablets. The use of fractions was later refined by the
ancient Greeks, Romans, Egyptians and East Indians. A more recent enhancement, dating back to the 1700s,
is the use of the diagonal bar to divide the numerator and the denominator. A diagonal bar was easier to use
than a horizontal bar after printing with movable type was invented.
113344 NUMINO Teacher s Guide
