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CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Big Ideas of Module 8
M8 A1
•Multiplication of rational numbers
means more than repeated addition.
•CCSS emphasizes comparisons.
•The algorithm for multiplying fractions
can be discovered after the meaning
of multiplication is demonstrated on
the number line.
Module 8: Multiplication as Comparisons
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Agenda for Module 8
M8 A1
Activity 1: Opening for Module 8
Activity 2: Introduction to Multiplying Fractions
Activity 3: Revisiting Iterating and Partitioning
Activity 4: Modeling Multiplying Fractions
Activity 5: Exploring Multiplication
Activity 6: Patterns in Products
Activity 7: Summarizing Learning
Activity 8: Textbook Connections
Participant page 86
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Introduction to Multiplying Fractions
M8 A2 Participant page 87
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Introduce Multiplying Fractions
M8 A2
- A multiplying or being multiplied;
- The process of finding the number or quantity (product)
obtained by repeated additions of a specified number
or quantity a specified number of times (multiplier);
- The act or process of multiplying;
- Propagation of plants and animals;
- The process of adding a number to itself a certain
number of times.
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Introduce Multiplying Fractions
M8 A2
Multiplication is the mathematical operation
of scaling one number by another. It is one of the
four basic operations in elementary arithmetic.
The result of scaling by whole numbers
can be thought of as consisting of some
number of copies of the original.
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Iterating and Partitioning
M8 A3
Problem 1: Given a length of 3/8 create a
bar of 4/3.
Problem 2: Use paper strips to solve
3/4 of 2/5.
Materials: paper strips
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Modeling Multiplication with Fractions
M8 A4 Participant page 88
0 1/2 2/2 3/2 4/2
3 x ½ Three copies of one-half
1(1/2) 2(1/2) 3(1/2)
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Modeling Multiplication with Fractions
M8 A5 Participant page 89
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Journal
M8 A7 Participant pages 91-94
What was your big mathematical AHA for this
module ?
Read Keith Devlin’s article (pp.91-93)
and comment.
CCSSM Task Force: CaMTE, CDE, CISC, CMC, CMP
Textbook Connection
M8 A8 Participant page 95
Where in your lesson will students benefit from
small group discussions to develop
mathematical concepts, procedures, solutions?
Where are the opportunities for students to:
- Rehearse their thinking/language with partner?
- Rehearse with small group?
- Present to whole group?
How will representations be available to support
student explanations? Justifications?