Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Multiply a fraction by a whole number
Fractions
CCSS 4.NF.B.4England: Y5 FractionsEngland: Y6 Fractions
Objective and success criteria
Students will: Multiply a fraction by a whole number.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Add and subtract fractions with like denominators
Leads to: Multiply fractions; Word problems: a fraction times a whole number; Multiply a mixed number by a whole number
Materials: Fraction strips or a fraction wall, Paper strips to fold, Number lines, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Add and subtract fractions with like denominators). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 5/8 − 1/8 = ? → 4/8Prompt: Same denominators: subtract the numerators.
- Maya walked 2/4 of a mile to the park and then 1/4 of a mile to the library. How far did Maya walk in total? (Simplest form.) → 3/4Prompt: Add the two distances.
- 4/12 − 2/12 = ? → 2/12Prompt: Same denominators: subtract the numerators.
Hook · 5 min
- Cut a pizza or a strip of paper unevenly and ask whether the pieces are really halves or quarters.
- Share the objective: Multiply a fraction by a whole number. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 3 × 3/4 = ? (Give a fraction; it may be improper.)
- Step 1: 3 × 3 = 9
- Step 2: 3 × 3/4 = 9/4
- Answer: 9/4 (2 1/4)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 3 × 3/6 = ? (Give a fraction; it may be improper.) → 9/6 (1 3/6)Prompt: 3 lots of 3/6 is the same as adding it 3 times.
- Each smoothie uses 2/3 cup of yogurt. Sofia makes 5 smoothies. How many cups of yogurt is that? (Simplest form; a whole or mixed number is fine as a fraction.) → 10/3 (3 1/3)Prompt: Multiply the amount for one smoothie by the number of smoothies.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Each smoothie uses 1/3 cup of yogurt. Ava makes 6 smoothies. How many cups of yogurt is that? (Simplest form; a whole or mixed number is fine as a fraction.) → 2Prompt: Multiply the amount for one smoothie by the number of smoothies.
- 4 × 2/4 = ? (Give a fraction; it may be improper.) → 8/4 (2)Prompt: 4 lots of 2/4 is the same as adding it 4 times.
Watch out for
- Thinking a bigger denominator means a bigger fraction (1/8 > 1/4).
- Adding the denominators when adding fractions (1/2 + 1/3 = 2/5).
Support and stretch
Support
- Review first: Add and subtract fractions with like denominators.
- Use concrete materials: fraction strips or a fraction wall.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Multiply fractions; Word problems: a fraction times a whole number; Multiply a mixed number by a whole number.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder