Lesson-Planning Template
Big Idea(s):
Multiply a fraction by a whole number.
Visual show how to multiply a fraction
by a whole number
Content Standard(s):
4.NF.4.
Apply and extend previous
understandings of multiplication to
multiply a fraction by a whole number.
a. Understand a fraction a/b as a
multiple of 1/b. For example, use
a visual fraction model to
represent 5/4 as the product 5 x
(1/4), recording the conclusion by
the equation 5/4 = 5 x (1/4).
b. Understand a multiple of a/b as a
multiple of 1/b, and use this
understanding to multiply a
fraction by a whole number. For
example, use a visual fraction
model to express 3 x (2/5) as 6 x
(1/5), recognizing this product as
6/5. (In general, n x (a/b) = (n x
a)/b).
c. Solve word problems involving
multiplication of a fraction by a
whole number (for example, by
using visual fraction models and
equations to represent the
problem). For example, if each
person at a party will eat 3/8 of a
pound of roast beef, and there will
Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.
Essential Question(s):
Why do numbers get smaller if I
multiply it by a fraction?
Where might I use my knowledge of
multiplying a fraction by a whole
number?
Mathematical Practice or Process
Standards:
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous
understandings of multiplication to
multiply a fraction by a whole number.
CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of
1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 ×
(1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).
CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a
multiple of 1/b, and use this
understanding to multiply a fraction by a
whole number. For example, use a visual
fraction model to express 3 × (2/5) as 6 ×
(1/5), recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.)
CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving
multiplication of a fraction by a whole
number, e.g., by using visual fraction
models and equations to represent the
problem. For example, if each person at a
party will eat 3/8 of a pound of roast beef,
and there will be 5 people at the party,
how many pounds of roast beef will be
 be five people at the party, how needed? Between what two whole
many pounds of roast beef will be numbers does your answer lie?
needed? Between what two
whole numbers does your answer
lie?

Learning Intention(s): Success Criteria: (written in student

(mathematical/language/social) voice)

I know how to multiply fraction with a

Development of mathematical ideas. whole number.

I know how to skip count on a number

line to find the answer.

I know how to use an array model to find

my answer.

I know how to use a fraction bar to find

my answer.

Purpose:

□ Conceptual Understanding □ Procedural Fluency □ Transfer

Task:

Students will be using prior knowledge of multiplication and decomposing fraction to

multiply fraction by a whole number.

Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.
 Materials (representations, manipulatives, other):

Paper, array modal, number line, white board, dice

Misconceptions or Common Errors:

That 2 group of 3 normally means 6 but with fraction it means 2 groups of 1/3 is 2/3

That both the top and bottom must change.

Format:

□ Four-Part Lesson □ Game Format □ Small-Group Instruction

□ Pairs □ Other__ I do, we do, you do_____________

Formative Assessment:

5 fingers on success criteria

White board up

Walking around

Launch:

1x1/2 will it be bigger or smaller? Think about it for a second choose your answer and write it
down on a write board. (This will help me see where the student are to begin with. After
about a minute or when I think everyone is finished I will ask everyone to hold up their
boards at the same time.)
Will let’s see who is right take a piece paper here we have 1 whole right? Let times it by a half
to do that we are going to fold the paper in half. Is it bigger or smaller? A: Smaller
If you want a sneak peek into what you guys will be doing next year times that half in half so
fold it again. What do you get? A: 1/4

Alright if you haven’t guessed we are going to be talking about multiplying fractions sadly
only by whole numbers fraction times a fraction will have to wait sad. I have some good news

Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.
 for you guys. You know when you add or subtracting fractions you have to find the common
denominator. Well, guess what we don’t have to do that to multiply fractions woooooo.

You all know what multiplication means right adding a number by how every many
groups it states so 2x4 is 2 groups of 4 right. If you think about what you just learned
how 3/4 is same as 1/4+1/4+1/4 right. So that is 3 groups of ¼ right? So 3x ¼ thumbs up, side
way or down does that make sense?

I am going to show you three models to find the answer then I will show you an
equation that for some of you will make more sense.

The first model I am going show you guys is one that you have seen many times
before the area or array model. This does take a little longer but for some of you it
might make more sense

Then I will do and I do, we do, you do on the white board. During the I do and We do
section I will be phrasing the equation into story problem. During the we do I will have
them work in table groups then after it seems like everyone is done call on random
student to tell me the steps and have them come up to the board to do the step (the
reasoning for the groups would be if a student does not want to come up or if they are
unsure they can talk to their group.) On the you do part I will have students do it on
the white board and have everyone hold it up when they are done.

2 x 1/5: June’s mom makes 2 cake’s and June gets a 1/5 of each cake. How
much cake did she get?

3x3/8: Kadence has 3 books in her back pack each weigh 3/8th of a pound how
much do the books weigh together?

6 x ½: Oliver got a box of cupcakes each cupcake has about a ½ a cup of sugar in it.
There are 6 cupcakes in the box. How much sugar is in box?

“The next model is also one I believe you guys have seen before as well the
fraction strips. This one I like more and you only need to draw one strip.”

Then I will do and I do, we do, you do on the white board. During the I do and We do
section I will be phrasing the equation into story problem. During the we do I will have
them work in table groups then after it seems like everyone is done call on random
student to tell me the steps and have them come up to the board to do the step (the
reasoning for the groups would be if a student does not want to come up or if they are
unsure they can talk to their group.) On the you do part I will have students do it on
the white board and have everyone hold it up when they are done.

4x3/4: Austin gets 4 snack bars for lunch he only eat ¾ of each one how many snack
bars did he eat in total?

Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.
 7 x 2/3: My friend has a little dog that is 7 pounds her little sister just got a kitten the
weigh 2/3rd of what my friends dog weigh.

“This last model you guys haven’t done a lot with the number line model. I think
this is the simplest one.

Then I will do and I do, we do, you do on the white board. During the I do and We do
section I will be phrasing the equation into story problem. During the we do I will have
them work in table groups then after it seems like everyone is done call on random
student to tell me the steps and have them come up to the board to do the step (the
reasoning for the groups would be if a student does not want to come up or if they are
unsure they can talk to their group.) On the you do part I will have students do it on
the white board and have everyone hold it up when they are done.

8x 5/6: Tegean loves pizza she probably eats about 5/6 of a pizza a week. How much
pizza would she eat after 8 weeks?

5x 1/3: Garret ran 1/3 a mile in total playing basketball, Ian ran 5 time farther
then in total then garret playing soccer. How far did Ian run in total?

This is what I will be doing on the white board

“Does anyone see a pattern throughout these problems?” Think pair share if no one
has an idea. Then call on people and try to get out that only the top number changes.
Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.
 “Yes only the top number change so a quick way to answer these question is to do
N x a/b= (nxa)/b

Facilitate: For the you do part they will be playing a game with a partner.

Each pair will get a dice (I will bring some 20 & 12 sided dice as well if people

want to challenge themselves).

Rules:

1. One partner 1 will pick the fraction that partner 2 will be multiplying. You

could go as easy or as hard as you want.

2. Partner two will roll the dice and multiply the two numbers and show in

one of the models.

3. Complete the organizer after each time.

4. Switch roles (so partner 2 become 1 and vis versa)

5. Repeat about 6 times so each of you can go 3 times.

Closure:

Before they go out for recess, I am going to ask fist to 5 how much they

understand each of the models and the topic over all. I will then have them

hand me their organizer as they walk out the door.

Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for Building
Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA: Corwin, www.corwin.com.
Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that
has purchased this book.