Baskets of shapes are set at each table.

Ask the student to describe the number of groups and the number of objects in each group. The student reverses the order of the factors in the multiplication equation e. How many times are you adding six? A student asked an excellent question, "Where did you get the 4?

The student clearly explains the relationship between repeated addition and multiplication. I decided at the last minute to have the students also draw a model of the fractions. I like to start with one of the factors being two or five.

Hurry up and figure out the answer before he eats one. The student omits an important piece of information in the word problem, such as the number of elephants. As they work, I monitor and assess their progression of understanding through questioning.

Do you know the name of the property that allows you to switch the order of the factors? How about subtractionâ€”why or why not? The student facing the camera is at Level IV.

What is the unit fraction? As we talk through the problem, I am writing on the board to show the students. What is the addition sentence? I ask the class did they agree with this? I remind students that a unit fraction is a fraction that has a numerator of 1.

The students must write the addition and multiplication sentences for each fraction, then dislay a model of the fraction using the shapes. How many ladybugs are there? Introduce the terms row and column and explicitly relate the numbers of rows and columns to the factors in the multiplication problem.

The students must determine the unit fraction. I ask, "What must I add if I am using unit fractions? Can you write a problem about the total number of spots on the ladybugs?Students are asked to write multiplication word problems prompted by pictures and then to write both an addition and a multiplication.

In This Part: Area Model for Multiplication | Try It Yourself | Area Model for Division The Common Denominator Model for Division | Translating the Process to Decimals.

In the past, you may have learned particular algorithms for the multiplication and division of fractions. We are now going to use some of the visual models we've employed. The students must write the addition and multiplication sentences for each fraction, then dislay a model of the fraction using the shapes.

(I decided at the last minute to have the students also draw a model of the fractions.

A Teaching Sequence Towards Mastery of Fraction Equivalence Using Multiplication and Division Objective 1: Use the area model and multiplication to show the equivalence of two fractions. (Lessons 7 â€“ 8). By learning multiplication sentences, fourth graders learn how multiplication and addition relate to each other.

Parts of a Multiplication Sentence A multiplication sentence consists of two parts: one part is a mathematical expression. Improve your math knowledge with free questions in "Write multiplication sentences for equal groups" and thousands of other math skills.

DownloadWrite a division sentence for each model fractions and multiplication

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