ccssm task force: camte, cde, cisc, cmc, cmp

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


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


Introduction to Multiplying Fractions

M8 A2 Participant page 87


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.


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.


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


Modeling Multiplication with Fractions


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)


Modeling Multiplication with Fractions



Patterns in Products



Patterns in Products

M8 A6

p r pr

q s qs


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.


Textbook Connection


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?

ccssm task force: camte, cde, cisc, cmc, cmp

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