Guided Lessons

# Area Models and Multiplying Fractions

Some understandings are revealed through repeated, clear and simple steps. Use this lesson plan to teach your students to illustrate area model for products when multiplying fractions. It’s a four-step adventure!
Need extra help for EL students? Try theVisually Multiplying FractionsPre-lesson.

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Need extra help for EL students? Try theVisually Multiplying FractionsPre-lesson.

Students will be able to illustrate products of a fraction times a fraction with an area model.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
(5 minutes)
• Show your students a T-chart with "area" for one column and "model" for the other. Ask your students to turn to a neighbour and tell them something they know about each word.
• Have students share out their ideas with the whole class and note their ideas in the T-chart.
• Draw a single column chart titled "Area Model" and repeat the previous inquiry and share process.
• Explain that today's lesson is about a particular Area model: a rectangular illustration often used to show products or sums of repeat addition. (Add this explanation to the area model chart.)
(10 minutes)
• Hand out and preview the four-step procedure on the Area Models: Fraction Products 1 worksheet with your students.
(10 minutes)
• Lead your students through exercises 1 ,3 ,5, and 7 of the Area Models: Fraction Products 1 worksheet.
(10 minutes)
• Assign exercises 2, 4, 6, and 8 of the Area Models: Fraction Products 1 worksheet to your class.

Support:

• When leading your class through guided practise, allow students to read the instructions aloud and hand off to other students to guide the class through each exercise.
• As each exercise is a stage of the four-step process, pause to answer any clarifying questions along the way.

Enrichment:

• As an extra challenge, have students exchange one of the factors in an exercise for an improper fraction.
• It's convenient to snap pictures of student work at different stages. Using student samples can be helpful when assisting others or for explanation references.
• Phone camera snapshots can be displayed quickly under document projectors, or downloaded into digital documents for later reference.
(5 minutes)
• Show your class an area model for ¼ x ⅝.
• Have students tell you the equation and explain its relationship to the area model.
• Share with your students that they will be reviewing peer work and to think of a related compliment or question as they do so.
(15 minutes)
• Share with your students that they will be reviewing peer work and to think of a related compliment or question as they do so.
• Hand out two sticky notes per student. Perform a "silent gallery walk" review of student work by:
• Having students place their work on their desks.
• Stand quietly and walk around to view each other's work.
• Offer a related question or compliment using the sticky notes (allow up to two notes per work displayed).
• After the gallery walk, have students review their feedback and place their sticky notes on a poster chart or board labeled "feedback." (These notes can be reviewed later for a lesson of providing effective feedback!)
• Collect student work to review later for student understanding.
• Display some of the pictures you took of student work and allow students to discuss which stage in the problem solution each picture refers to.