Multiplying Fractions PPT (VISIONS)
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This document provides instructions on how to multiply fractions. It begins with an example problem asking students to calculate the minimum number of classrooms a candidate would need to visit to get 2/3 of the total vote. It then presents another example involving calculating the fraction of total votes counted correctly. The document explains the key steps in multiplying fractions are to multiply the numerators and denominators and then reduce the resulting fraction to simplest form if needed. It encourages students to practice sample problems and provides an optional creative activity for early finishers.
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Multiplying Fractions PPT (VISIONS)
- 2. YOU ALREADY KNOW HOW TO DO THIS… • SCA ELECTIONS Nick is running for SCA President. There are 3 fifth grade classrooms, 3 fourth grade classrooms, and 4 third grade classrooms. If he needs 2/3 of these classrooms to vote for him in order to win, what is the minimum number of classes he will need to visit during his campaign? • Go on, solve it! But be aware, you might find that your answer is a bit tricky .
- 3. BUT DO YOU KNOW HOW TO DO THIS…? • SCA ELECTIONS While tallying the votes for the preliminary SCA elections, Mrs. Futch noticed that ¼ of the votes she tallied yesterday were incorrectly tabulated. Today, she correctly tabulated 2/3 of those votes. What fraction of the total amount of votes did she correctly tabulate today? • Not sure how to calculate the answer? Let’s see what we can do!
- 4. FIRST, THINK ABOUT YOUR VOCABULARY • What do you think we need to pay attention to when we’re gearing up to multiply fractions? • Numerator? • Quotient? • Denominator? • Factors? • What do you think we might have to be prepared to do when we get our product? • Reduce our answer to the simplest form
- 5. THEN SOLVE IT • How? Let’s find out! • http://www.youtube.com/watch?v=MDN_D1pDVSc
- 6. NOW, ABOUT THAT PROBLEM… • Can you solve it now? • SCA ELECTIONS While tallying the votes for the preliminary SCA elections, Mrs. Futch noticed that ¼ of the votes she tallied yesterday were incorrectly tabulated. Today, she correctly tabulated 2/3 of those votes. What fraction of the total amount of votes did she correctly tabulate today? • What’s your answer? Remember, explain how you got it!
- 7. LET’S REVIEW (KEY CONCEPT) • So what’s the “key” to multiplying two fractions? • WORDS Multiply the numerators and multiply the denominators. • EXAMPLES: • NUMBERS 2/5 × 1/2 = (2 × 1) / (5 × 1) • ALGEBRA a/b × c/d = (a × c) / (b × d), where b and d are not 0. • REMEMBER: You may need to reduce a fraction to simplest form.
- 8. YOUR TURN! • Table Teachers, please come and get the “Problem Solving Practice” sheet from me. • You may work with your Face Partner on this sheet OR you may work alone, but I reserve the right to split you up if you become too chatty !
- 9. EARLY FINISHER—CHOICE ACTIVITY • If you complete your problem solving handout, please do the following activity: • Create a song, rap, etc. that you could use to teach someone who had never done it before how to multiply two fractions. • REMEMBER: Your Problem Solving Practice sheet must be finished before you can do this activity. • IF YOU NEED ADDITIONAL HELP: Please raise your hand, and I will come to you. • HAVE FUN!