Module 4 Day 6 Lesson

Time & Date: January 14, 2025 – 8:00-9:10

Student Learning Target: I can find a fraction of a set concretely and pictorially. (TEKS:5.3I)
Fluency Practice (10 min): I can multiply whole numbers times fractions.

Collaborative Review Game

Resources Needed: A set of multiplication problems, A riddle with a hidden answer that will be revealed by
solving the problems, A list of corresponding letters for each answer, whiteboard and marker

Teacher (T): Good morning, class! Today, we're going to solve multiplicative comparison word problems
involving fractions. Can anyone tell me why understanding fractions is important?

Student: Because we use them in real life, like cooking or measuring things!

T: Absolutely! Fractions are everywhere. Let’s start with a warm-up to review multiplying whole numbers by
fractions.
4 4 12 2 2
3x2 = (3 x 2) + (3 x ) = 6 =+ = 6+ 2 = 8
5 5 5 5 5
T: Great job warming up with multiplying whole numbers and fractions! Now, let’s apply that skill in a fun and
interactive way as we solve a riddle together.

T: Today, we will solve a riddle. I will give your group a set of multiplication sentences. Solve each one
correctly to uncover a letter from the answer list. As you solve each problem, match your answer to the
corresponding letter on the list. Then, use the letters you collect to spell out the answer to the riddle. The first
group to complete the riddle correctly wins!

The teacher will distribute the set of multiplication problems to each group. Each group will have 10 minutes
to solve and assemble the riddle.

I’m part of a whole, but I’m not complete.

You can find me in numbers, not on your feet.
I can be small or large, or somewhere in between.
What am I?

Answer: ___ ___ ___ ___ ___ ___ ___ ___

2 1 1 3 3 3 7 7
4 3 2 1 6 5 1 1
3 3 4 5 4 5 11 8

4 3
1. R: 5 x 5. A: 6 x
6 8
3 6
2. T: 9 x 6. F: 7 x
4 9
7 9
3. I: 8 x 7. O: 2 x
10 11
2 5
4. C: 4 x 8. N: 3 x
5 8
Concept Development
Student Learning Target: I can solve multiplicative comparison word problems involving fractions
Resources Needed: Whiteboard, marker, slide deck

I Do (Modeling the Problem) (10 min)

T: Now that we've had some fun with fractions, let’s take a closer look at how we can use multiplication to
solve word problems. Follow along as I show you step-by-step how to tackle these kinds of problems.

Present Problem 1:
5
Tameka ran 2 miles. Her sister ran twice as far. How far did Tameka’s sister run?
8
The teacher will show the step-by-step modeling using the RDW (Read-Draw-Write) strategy.
 Read the problem
 Underline and encircle the important details in the problem.
 Draw the model of the problem
 Solve the problem
 Write the final answer.

We Do (Guided Practice Using Think-Pair-Share) (10 min)

Present Problem 2:
3
Natasha’s sculpture was inches 5 inches tall. Maya’s was 4 times as tall. How much shorter was Natasha’s
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sculpture than Maya’s?

T: You’ve seen me model how to solve these problems. Now, it’s your turn to give it a try. First, think about
the problem on your own, then share your solution and answer with your partner. Remember to use our
sentence stems when discussing.

For Agreement For Disagreement

I agree with you because... I see your point, but I would
I think that’s a strong point argue that...
because... I understand where you're
You made a great point, and I coming from, but I think...
would add that... I disagree because...
I feel the same way Another way to look at this
because... is…
T: Let’s come back together and hear what solutions you and your partners came up with. Who would like to
start by sharing their process?
Sample Answer to the Problem

We Do (Guided Practice Using Round Robin) (16 min)

T: Great work discussing as a class! Now, let’s dive into some team problem-solving. Each group will start at
a station, and as you solve each problem, you’ll rotate to the next one. Remember, everyone in the group
should participate by taking turn in solving the problems. The group will rotate clockwise, with each student
contributing to a different part of the problem.

Station 1:
2
A truck driver drove 5 miles before he stopped for breakfast. He then drove 5 times as far before he
10
stopped for lunch. How far did he drive that day before his lunch break?

Station 2:
5
A seamstress needs 1 yards of fabric to make a child’s dress. She needs 3 times as much fabric to make a
8
woman’s dress. How many yards of fabric does she need for both dresses?

Station 3:
3
Eight students are on a relay team. Each runs 1 kilometers. How many total kilometers does their team run?
4
Station 4:
3
The baker needs 2 cups of raisins to make batch of cookies. How many cups of raisins does he need to
4
make 7 batches of cookies?

You Do (Independent Work): 10 min

T: Now that we’ve worked together as a team, it’s time to show what you can do on your own. Use the RDW
method to solve these problems, and I’ll be walking around if you need support.
The teacher will provide students with 3-word problems to solve independently.
1
1. A recipe calls for 5 cups of sugar. If you want to make 3 times the recipe, how much sugar will you
4
need?
1
2. A garden has 7 of its space planted with flowers. If the flowers take up 5 times as much space as the
2
vegetables, how much space is planted with vegetables?
3
3. Lena has 4 of a chocolate bar. Her brother, Ben, has 6 times as much. How much does Ben have?
4
Monitoring Checklist:
Understanding of RDW Method/Problem Solving Process:
 Are students reading the problem correctly, identifying the important details in the problem?
 Are they drawing visual models or representations where necessary?
 Are students writing out correct multiplication sentence to solve the problems?
 Are students correctly multiplying the fractions as needed?

Support Strategies:
If a student is struggling, the teacher will offer scaffolding and support by guiding the student on how to solve
the problems using fraction bar chart.
If a student completes their work ahead of time, the teacher will provide challenging extension problems that
encourage deeper thinking. The student will complete the activity on page 140 of their workbook, focusing on
numbers 4 and 6.

Conclusion and Reflection: 9 min.

T: Before we wrap up, take a moment to reflect on what you’ve learned today. Think about three things you
learned, two things you found interesting, and one question you still have.

The students will answer the 3-2-1 Activity about the main concept: Solving multiplicative comparison word
problems involving fractions
3 things I learned today
2 things I found
interesting
1 question I still have

T: To finish, complete the exit ticket on page 141 of your workbook. This will help us check your
understanding of today’s lesson.

Then, the teacher will collect and review the exit tickets to gauge individual understanding of solving
multiplicative comparison problems involving fractions. He will use this to plan targeted interventions or
extensions for the next lesson.