Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
Inquiry Based Lesson Partners Lesson # 1
By Leana Benner and Julie Kupper
Lesson Title: Fraction Actions
Lesson summary: The student will work in pair to apply their knowledge of fraction
multiplication to problems that could possibly happen in real life situations. They will
look at several problems and explore the problem in finding a solution. This lesson looks
at both inquiry and extended response answers.
Key words: Fractions, multiplication, equivalent fractions, parts of a whole
Background Knowledge: the student needs to be able to have a basic understanding of
parts of a fraction (denominator and numerator), what an equivalent fraction is, a
beginning understanding of multiplication and how to multiply fractions and be able to
recognize that a fraction is part of a whole.
NCTM Standard Addressed: select appropriate methods and tools for computing with
fractions from among mental computation, paper and pencil, depending on the situation, and
apply the selected methods; State Represent multiplication involving fractions with models
and visual representation e.g. show with fraction tiles what it means to take 2 2/3 X 3/7
Materials: Fraction action paper, fraction tiles, paper, pencil
Suggested procedures:
a. Attention getter: begin with a short scenario such as: I am going to the store
to get enough pies to give each person in the class one piece. Please help me
find out how many pies to buy if they are cut into 8 pieces and there are 12
students and 2 adults in the room. Work this out using overhead fraction tiles
and group effort.
b. Grouping: Pair the students up in groups of 2. As a teacher for this activity I
would try to make pairs that would have a stronger student and a student who
may need help therefore we would also have some peer tutoring and hopefully
all groups would find a measure of success.
Assessment: The assessment for this assignment will be teacher observation of the group
work and their answers that the students have come up with. A key component is
question number 5 on the group sheet because this will show an understanding and their
explanations should be able to justify their mathematical reasoning of why the choose
their problem and how they solved it.
Project AMP
Fraction Action
Dr. Antonio R. Quesada – Director, Project AMP
Name:______________________________
Goal: To be able to demonstrate and explain the multiplication of fractions using models
and manipulatives.
1. Four friends shared 8 waffles for breakfast.
a. How many waffles did each person get?
¼ of 8 = _________________
b. Draw a picture or show how you
figured out the answer.
2. Draw a picture or show how you figured
out 8 x ¼.
8 x ¼ = _________________
Make your own word problem for 8 x ¼. ___________________________________
3. What do you notice about ¼ of 8 and 8 x ¼? _____________________________
4. It’s the end of the year and your teacher
is having a pizza party. There are 8 students
in the class and she wants to make sure she
has at least 2 pieces of pizza for each student.
She needs to figure out how many pizzas to
order if each pizza has 6 pieces. (Remember
if one student eats 2 pieces then he ate 2/6 of
1 pizza)
a. Write a mathematical sentence
to find out how many pizza’s she
should order (use fractions in your sentence).
______ X _______=_______
b. How many pizza’s should she order
if she has 4 visitors join the class for the party?
5.
Project AMP
Recipe
for success:
Dr. Antonio R. Quesada – Director, Project AMP
Maggie is going to make Chocolate chip cookies. Her recipe will make 60
cookies. She want to make as much as possible however she only has 3 eggs and
the recipe calls for 4 eggs. What fraction of the recipe will she be making?
How many cookies will she end up with?
Looking at the ingredients for the recipe please calculate how much of each
ingredient she will need to make her batch of cookies.
One whole batch needs:
a. Flour 4 cups
Maggie needs:
______________________
b. Sugar 1 1/2 cups
______________________
c. Butter 1 1/4 cup
______________________
d. Brown sugar 1 cup
_______________________
e. Vanilla 2 Tsp
_______________________
f. Baking Soda 3/4 tsp
_______________________
g. Salt ½ tsp
_______________________
h. Chocolate Chips 3 cups
_______________________
Use this space to show your work for the recipe problem. Label your work!
6. On a separate sheet of paper write a word problem that you could solve by finding
¾ of 18. Solve your problem on the back and trade with a friend.
Project AMP
Fraction Action (Solution Key)
Dr. Antonio R. Quesada – Director, Project AMP
Name:______________________________
Goal: To be able to demonstrate and explain the multiplication of fractions using models
and manipulative.
1.Four friends shared 8 waffles for breakfast.
a. How many waffles did each person get?
¼ x 8/1 = 8/4 =
2
¼ of 8 = ____2____________
b. Draw a picture or show how you
figured out the answer.
2.Draw a picture or show how you figured
out 8 x ¼.
Eight blocks should
be colored in to show
2.
8 x ¼ = ____2_____________
Make your own word problem for 8 x ¼. Answer will vary
3.What do you notice about ¼ of 8 and 8 X ¼? This is demenonstrating the
commutative property of multiplication.
4. It’s the end of the year and your teacher
is having a pizza party. There are 8 students
in the class and she wants to make sure she
has at least 2 pieces of pizza for each student.
She needs to figure out how many pizzas to
order if each pizza has 6 pieces. (Remember
if one student eats 2 pieces than he ate 2/6 of
1 pizza)
c. Write a mathematical sentence
to find out how many pizza’s she
should order (use fractions in your sentence).
_2/6___ X _8____=___2 2/3 or 3 pizzas
d. How many pizza’s should she order
if she has 4 visitors join the class for the party?
2/6 x 12 = 4 She needs to order 4 pizzas
2 pieces should
be shaded in to
show 1 person
gets 2/6 or 1/3
of the pizza
5.
Project AMP
Recipe
for success:
Dr. Antonio R. Quesada – Director, Project AMP
Maggie is going to make Chocolate chip cookies. Her recipe will make 60
cookies. She want to make as much as possible however she only has 3 eggs and
the recipe calls for 4 eggs. What fraction of the recipe will she be making?
¾ of the recipe
How many cookies will she end up with?
45 cookies total
Looking at the ingredients for the recipe please calculate how much of each
ingredient she will need to make her batch of cookies.
One whole batch needs:
a. Flour 4 cups
Maggie needs:
____3 cups____________
b. Sugar 1 1/2 cups
_____1 1/8 cups or 9/8 cups
c. Butter 1 1/4 cup
_____15/16 cups__________
d. Brown sugar 1 cup
_______3/4 cup__________
e. Vanilla 2 Tsp
________1 ½ tsp or 3/2 tsp
f. Baking Soda 3/4 tsp
_______9/16 tsp_________
g. Salt ½ tsp
________3/8 tsp__________
h. Chocolate Chips 3 cups
_______2 ¼ cups or 9/4 cups
Use this space to show your work for the recipe problem. Label your work!
6.
On a separate sheet of paper write a word problem that you could solve by
finding ¾ of 18. Solve your problem on the back and trade with a friend.
Answers may vary!!