| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Multiplying Fractions |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Multiplying Fractions
Grade 4
Mathematics
30 minutes
20 students
This lesson plan aligns with the Common Core State Standards (CCSS) for Mathematics, specifically focusing on the standards related to operations and algebraic thinking in Grade 4.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Briefly explain the concept of multiplying fractions. Use visual aids to illustrate. |
| 2 | Direct Instruction | 10 mins | Present the steps for multiplying fractions. Write examples on the whiteboard. |
| 3 | Activity: Distribution of Cards | 5 mins | Hand out printable cards. Instruct students to fill in the fractions to multiply. |
| 4 | Group Practice | 5 mins | Allow students to work in pairs to solve multiplication problems using their cards. |
| 5 | Check for Understanding | 3 mins | Randomly check a few cards for correctness without asking students to present. |
| 6 | Assign Homework | 2 mins | Briefly explain the homework assignment related to multiplying fractions. |
"Good morning, everyone! Today, we're going to dive into an exciting new topic: Multiplying Fractions! Before we start, let’s quickly recall what a fraction is. Who can remind me of the parts of a fraction?"
(Wait for responses.)
"That's right! A fraction has a numerator and a denominator. Now, when we multiply fractions, we have a special process. To help us visualize this better, I have a few visual aids here on the board. Let’s take a look at this first fraction:"
(Show a visual aid illustrating fractions.)
"Now, if I multiply it by another fraction, we will eventually find a new fraction as a result. This is what today’s lesson is all about! Are you ready to jump in?"
(Wait for responses.)
"Okay, let’s get started with the steps for multiplying fractions. First, when you multiply fractions, you follow these simple steps:
Let’s practice this with an example. We have the fractions ( \frac{2}{3} ) and ( \frac{4}{5} ).
(Write this on the whiteboard)
"Step one: Multiply the numerators. What do we get?"
(Encourage responses, expecting '8')
"Correct! Now for step two: multiply the denominators. What do we get?"
(Encourage responses, expecting '15')
"Right again! So, ( \frac{2}{3} \times \frac{4}{5} = \frac{8}{15} ). We check, and in this case, it’s already simplified. Great job! Let’s remember these steps as we move on."
"Now, it’s time for an activity! I’m going to hand out these printable cards. Each card has different fractions for you to work with. When you receive your card, I want you to read the fractions and fill in the multiplication product on the back."
(Distribute cards and give students a moment to fill them in.)
"You have about five minutes. Let’s see how many of you can get it right!"
"Alright, everyone! You did a great job with your cards. Now, I want you to pair up with a partner. Each pair will work together to solve multiplication problems using your cards. Remember to explain to your partner how you got your answer as you work through the problems."
(Allow students to work for five minutes.)
"Don't forget to help each other if someone is stuck. Teamwork makes the learning process much easier!"
"Let’s reconvene! I’d like to check some of the cards you filled out. I'm going to walk around and randomly check a few cards for correctness."
(Walk around the classroom and check the cards, providing feedback.)
"As I check your work, I hope you are all supporting each other. Remember, learning is a team effort!"
"To wrap up our lesson, I have a homework assignment for you. I want you to complete a worksheet that includes additional problems on multiplying fractions. This will help reinforce what you've learned today."
(Show the homework sheet briefly.)
"I’ll collect these in our next class, and we’ll go over the answers together. If you have questions or need clarification, please don’t hesitate to ask during our next session. Great job today, everyone! I look forward to seeing how well you do on your homework!"
Multiply the fractions ( \frac{1}{4} \times \frac{3}{5} ). Show your work and simplify your answer if necessary.
Calculate ( \frac{2}{7} \times \frac{5}{6} ). What is the product?
If you multiply ( \frac{3}{8} ) by ( \frac{1}{2} ), what do you get? Please simplify your answer.
Choose any two fractions from the following list and multiply them: ( \frac{5}{9}, \frac{2}{3}, \frac{7}{4}, \frac{1}{5} ). Show all your steps.
Explain in your own words the steps involved in multiplying fractions. Why is it important to simplify the final answer?
Create a word problem that involves multiplying fractions. Solve your problem and present your answer clearly.
Find the product of ( \frac{4}{10} \times \frac{2}{3} ) and explain whether your answer can be simplified. If it can, write the simplified form.
How does multiplying fractions differ from adding fractions? Write a short paragraph comparing the two processes.
Challenge question: If ( \frac{x}{3} \times \frac{4}{5} = \frac{8}{15} ), what is the value of ( x )? Explain how you solved the equation.
Reflect on today’s lesson: What was the most challenging part of multiplying fractions for you, and how will you approach it differently next time?
| Question | Answer |
|-------------------------------------------------------------------------|--------|
| What are the parts of a fraction? | |
| What is the first step when multiplying fractions? | |
| How do you simplify a fraction? | |
| What do you get when you multiply the numerators of \( \frac{2}{3} \) and \( \frac{4}{5} \)? | |
| What do you get when you multiply the denominators of \( \frac{2}{3} \) and \( \frac{4}{5} \)? | |
| What is the final result of multiplying \( \frac{2}{3} \) and \( \frac{4}{5} \)? | |
| Why is it important to check if your answer can be simplified? | |
| How can you help your partner if they are stuck on a problem? | |
| What is one way to visualize multiplying fractions? | |
| What will be included in your homework assignment? | |