math-g5-m4-topic-c-lesson-7.pdf - Lesson 7 5 4 NYS COMMON...

Lesson 7
NYS COMMON CORE MATHEMATICS CURRICULUM
5 4
Lesson 7: Multiply any whole number by a fraction using tape diagrams
101
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G5-M4-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 7
Objective: Multiply any whole number by a fraction using tape diagrams.
Suggested Lesson Structure

Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)
Fluency Practice (12 minutes)
 Read Tape Diagrams 5.NF.4 (4 minutes)
 Half of Whole Numbers 5.NF.4 (4 minutes)
 Fractions as Whole Numbers 5.NF.3 (4 minutes)
Read Tape Diagrams (4 minutes)
Materials: (S) Personal white board
Note: This fluency activity prepares students to multiply fractions by whole numbers during the Concept
Development.
T: (Project a tape diagram with 10 partitioned into 2 equal units.) Say the whole.
S: 10.
T: On your personal white board, write the division sentence.
S: (Write 10 ÷ 2 = 5.)
Continue with the following possible sequence: 6 ÷ 2, 9 ÷ 3, 12 ÷ 3, 8 ÷ 4, 12 ÷ 4, 25 ÷ 5, 40 ÷ 5, 42 ÷ 6, 63 ÷ 7,
64 ÷ 8, and 54 ÷ 9.
Half of Whole Numbers (4 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews content from Lesson 6 and prepares students for multiplying fractions by
whole numbers during the Concept Development using tape diagrams.
T: Draw 4 counters. What’s half of 4?
S: 2.

Lesson 7
NYS COMMON CORE MATHEMATICS CURRICULUM
5 4
Lesson 7: Multiply any whole number by a fraction using tape diagrams
102
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from G5-M4-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Please note that, throughout the
lesson, division sentences are written
as fractions to reinforce the
interpretation of a fraction as division.
When reading the fraction notation,
the language of division should be
used. For example, in Problem 1,
1 unit =
35
5
should be read as 1 unit
equals 35 divided by 5.
T: (Write
1
2
of 4 = 2.) Say a division sentence that helps you find the answer.
S: 4 ÷ 2 = 2.
Continue with the following possible sequence: 1 half of 10, 1 half of 8, 1 half of 30, 1 half of 54, 1 fourth of
20, 1 fourth of 16, 1 third of 9, and 1 third of 18.
Fractions as Whole Numbers (4 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews Lesson 5, as well as denominators that are equivalent to hundredths.
Instruct students to use their personal white boards for calculations that they cannot do mentally.
T: I’ll say a fraction. You say it as a division problem. 4 halves.