Multiple Intelligences

Unit Plan
EDUC 526
Unit Title: Multiplying and Dividing Fractions
Teacher: Melissa Cotant
Grade Level: 5th
Subject: Math/Language Arts

Time Frame: 4 Week Unit Plan

Students will be able to:

1. Model to find the fractional part of a group.

2. Model the product of a fraction and a whole number.
3. Multiply fractions and whole numbers.
4. Multiply fractions using models.
5. Relate the size of the product compared to the size of one factor when multiplying fractions.
6. Multiply fractions.
7. Use a model to multiply two mixed numbers and find the area of a rectangle.
8. Relate the size of the product to the factors when multiplying fractions greater than one.
9. Multiply mixed numbers.
10. Solve problems using the strategy guess, check, and revise.
11. Divide a whole number by a fraction and divide a fraction by a whole number.
12. Solve problems using the strategy draw a diagram.
13. Interpret a fraction as division and solve whole-number division problems that result in a
fraction or mixed number.
14. Divide a whole number by a fraction and divide a fraction by a whole number.
15. Represent division by drawing diagrams and writing story problems and equations.
16. Write a narrative.
17. Introduce a situation, characters, and an event sequence.
18. Organize the sequence of events.
19. Explain events precisely.
20. Provide a conclusion.
21. Produce clear and coherent writing.
22. Plan, revise, edit, and rewrite writing.
23. Use technology to produce and publish writing.
Intelligences:
Visual-Spatial
Verbal/Linguistic
Bodily-Kinesthetic
Naturalistic
Logical/Mathematical
Musical
Intrapersonal
Interpersonal

Technologies in the
unit:
Students will have
access to:
ChromeBooks
Google Drive/Docs/Forms
SmartBoard
SmartResponders

Students will use:

Google Drive/Docs
Google Forms
Google Search Engine
Microsoft Word
PowerPoint
https://quizlet.com/create-set/new
https://www.conceptuamath.com/app/tool/place-fractions-on-anumber-line
http://www.skiptomylou.org/recipe-card-maker/
http://www.song-lyrics-generator.org.uk/
http://www.tenmarks.com/
https://www.commonsensemedia.org/app-reviews/virtualmanipulatives
http://www.iq.poquoson.org/5math/5mathwordprobmultfrac.htm
http://www.qrstuff.com/
http://www.coursenotesapp.com/app/
https://www.mystorybook.com/
http://edu.glogster.com/?ref=com

https://www.graphite.org/app/exitticket
http://www.classmarker.com/
http://www.ixl.com/math/grade-5/divide-fractions-and-mixednumbers-word-problems
http://www.socrative.com/
http://www.math-play.com/Fractions-Jeopardy/fractionsjeopardy.html
Content Standards:
Common Core Standards
Mathematics Common Core Standards

Domain: Number and Operations-Fractions

Apply and extend previous understandings of multiplication and division to

multiply and divide fractions.

5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve
world problems involving division of whole numbers leading to answers in the form of fractions
or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or

whole number by a fraction.

a. Interpret the product (a/b)

q as parts of a partition of q into b equal parts; equivalently, as the

result of a sequence of operations a q b.

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be found by
multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and
represent fraction products as rectangular areas.
5.NF.5: Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other
factor, without performing the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1 as a
familiar case); explaining why multiplying a given number by a fraction less than 1 results in a
product smaller than the given number; and relating the principle of fraction equivalence a/b = (n
a)/ (n b) to the effect of multiplying a/b by 1.
5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.
5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
For example, create a story context for (1/3) 4, and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that (1/3)

4=

1/12 because (1/12) 4 = 1/3.

b. Interpret division of a whole number, by a unit fraction, and compute such quotients. For
example, create a story context for 4 (1/5), and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that 4

(1/5) = 20

because 20 (1/5) = 4.
c. Solve real world problems involving division of a unit fractions by non-zero whole numbers
and division of whole numbers by unit fractions, e.g., by using visual fraction models and
equations to represent the problem. For example, how much chocolate will each person get if 3
people share 1/2 lb of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?
Language Arts Common Core Standards

Text types and Purposes

W.5.3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

W.5.4: Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
W.5.5: With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6: With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Technology Standards:
Technology Standards
Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes.

b. Plan and manage activities to develop a solution or complete a project.
c. Identify trends and forecast possibilities.
Materials: (digital and non-digital)
Intelligences:
Non-Digital Materials
1. Textbook
2. Pencils
3. Math Journals
4. Highlighters
5. Markers
6. KFC Buckets with equations

1. Verbal-Linguistic
2. Verbal-Linguistic
3. Verbal-Linguistic,
Intrapersonal,
Logical-Mathematical
4. Visual-Spatial, Kinesthetic
5. Visual-Spatial, Kinesthetic
6. Visual-Spatial, Kinesthetic,

Digital Materials:

Logical-Mathematical

1. SmartBoard

1. Visual-Spatial, Kinesthetic

2. SmartResponders

2. Kinesthetic, Visual-Spatial,
Intrapersonal
3. Kinesthetic, Visual-Spatial,
Intrapersonal
4. Kinesthetic, Visual-Spatial,
Intrapersonal
5. Visual-Spatial
6. Kinesthetic, Visual-Spatial,
Intrapersonal
7. Visual-Spatial, Kinesthetic,
Intrapersonal
Intelligences:

3. ChromeBooks
4. Google Drive/Docs
5. PowerPoint
6. Google Search Engine
7. Microsoft Word
Procedures:
Week 1: Multiplying Fractions

Week 1: Multiplying
Fractions

Day 1:

Day 1: Verbal, Intrapersonal,

Interpersonal, Visual,
Kinesthetic, MathematicalLogical

Students will be introduced to the unit plan and learn what they
will be completing in the next few weeks. They will also be
introduced to the academic vocabulary. Students will then begin
with a story about running around a track. The track is 3/4 of a
mile long and the students are running 2/3 of the 3/4. There job
is to calculate how much of the mile is 2/3. Students will be
given a worksheet and they have to find out which
representations are accurate and which ones are not. Students
will have a 3 minute independent think time and then they will
discuss what they know with their shoulder partners. We will
then have a class discussion and then students will document in
their math journals what piece of knowledge they should take
from this lesson. Students will then create flashcards using their
academic vocabulary on Quizlet.com at
https://quizlet.com/create-set/new
Day 2:
Students will use a model to show the product of a fraction and
a whole number. Students will use fraction strips to find the
fraction of a group, such as

2. They will use 1 whole strips

Day 2: Verbal, Intrapersonal,

Interpersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

to represent the whole 2. Then they will place fraction strips

under each whole strip to represent the denominator, the number
of equal sized parts. Finally, students find

of 2. Students will

need to distinguish between four pieces that the strips are

divided into and the of 2. Students will then need to
distinguish between four pieces that the strips are divided into
and the of 2

or 1 . Students will then discuss with their

partner how to use fractions to model multiplying a fraction by a

whole number. Then students will explain in their math journals
how to use models to find 3

and

3. Students will then go

Day 3: Verbal, Intrapersonal,

Interpersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

online and use https://www.conceptuamath.com/app/tool/placefractions-on-a-number-line to create their own fraction strip

model to show the product of a fraction and a whole number.
Day 3:
Students will use algorithms to calculate the product of a
fraction and a whole number. Students will make a connection
between the model and how it relates to the algorithm. Students
will then write step by step instructions on how to find the
product of a fraction and a whole number without using a
model. Students will write products in simplest form. Students
will then discuss with their partners how the models and the
algorithms are comparable. Students will then create a recipe of
their choice and apply the concept of multiplying fractions.
Students will use http://www.skiptomylou.org/recipe-cardmaker/ to create a recipe with directions and illustrations.

Day 4: Verbal, Intrapersonal,

Interpersonal, Visual,
Kinesthetic, MathematicalLogical, Musical

Day 4:
Students will use an area model to show the product of two
fractions. Students will make connections between using the
area model to multiply fractions and the area formula of a
rectangle and they will document it in their math journals.
Students will then discuss their journal entries with their
partners. Students will then create a song that gives the steps on
multiplying fractions. Students will go online to create their
song on Song Lyrics Generator at http://www.song-lyrics-

Day 5: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical

generator.org.uk/.
Day 5:
Students will use models to compare the size of the product to
the size of a factor when multiplying fractions. They will
understand that the product of any fraction multiplied by 1 will
be equal to the fraction because of the Identity Property of
Multiplication. Students will use the web browser, Google
Chrome to search for math concepts on multiplying fractions.
Students will discuss and brainstorm their ideas with their
partners. Students will then explain mathematical concepts with
their partner and create a poster together on Glogster at
http://edu.glogster.com/?ref=com.
Week 2: Multiplying Fractions

Week 2: Multiplying
Fractions
Day 1: Verbal, Intrapersonal,
Interpersonal, Visual,
Kinesthetic, MathematicalLogical

Day 1:
Students will use rectangles to represent fraction multiplication.
When multiplying fractions, students will learn to think of a
multiplication problem such as

as 2 thirds of 4 fifths.

Students will work in pairs and draw a rectangle in their math

journals to show

. They will first shade in 4 fifths of the

rectangle. Then, they will divide the 4 fifths into 3 equal parts
and double shade 2 thirds of the 4 fifths. Students will see that
when fifths are divided into thirds, the result is fifteenths.
Students will count the fifteenths that are double shaded. Eight
of the 15 parts or
will see that

of the rectangle are double shaded. They

Day 2: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

Students will then go online to http://www.tenmarks.com/

and complete 5 math problems on multiplying fractions.
Day 2:
Teacher will begin the lesson by introducing the differences
between area and perimeter on a PowerPoint. Then, students
will use a unit tile to find the area of a rectangle with fractional
side lengths. Students will use Math Talk to understand how to
find the area of a unit tile with fractional side lengths. In their
math journals, students will draw a shape with fractional side

Day 3: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

lengths. They will label and show how to find its area.
Day 3:
Students will compare mixed number factors and products.
Students will then explain to a partner how the size of the
product compares to the size of one factor when multiplying
fractions greater than one. Then they will write their explanation
in their math journals. Students will use the Virtual
Manipulatives app at https://www.commonsensemedia.org/appreviews/virtual-manipulativesto help them understand the
relationships with fractions visually.

Day 4: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical

Day 4:
Students will solve and create fraction word problems using
multiplication. First, students will make an illustration to help
them solve the problem. Students will work with a partner to
write a numerical expression. Students will then work
independently in their math journals to evaluate their
expression. Then they will share their work with someone elses
partner and compare their results. Then they will create their
own fraction word problem and have their partner solve it.
Students will then use
http://www.iq.poquoson.org/5math/5mathwordprobmultfrac.htm
to solve fraction word problems.
Day 5:
Students will take an online formative assessment on
multiplying fractions on ExitTicket at
https://www.graphite.org/app/exitticket
Week 3: Dividing Fractions
Day 1:
Students will take an online preassessment on dividing fractions
on the ClassMarker website at http://www.classmarker.com/
Day 2:
Students will be introduced to the academic vocabulary.
Students will then learn how to divide a whole number by a
fraction and divide a fraction by a whole number. The teacher
will use a miniature KFC bucket to explain how the acronym is

Day 5: Verbal, Intrapersonal,

Visual, Kinesthetic,
Mathematical-Logical

Week 3: Dividing Fractions

Day 1: Verbal, Intrapersonal,
Visual, Kinesthetic,
Mathematical-Logical
Day 2: Verbal, Interpersonal,
Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

related to dividing fractions. K is for keep the first fraction, F is

for flip the second, and C is for change the sign. Then multiply
the fractions as usual. Students will then write the acronym in
their math journals and color code what each letter represents.
Students will then work through their math problems that are
inside their KFC buckets with their partners. Then students will
go to the Smartboard and explain how they solved their
equations. Students will then use the SmartResponders so the
teacher can assess their learning.

Day 3: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical

Day 3:

Day 4: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

Teacher will model how to solve word problems that involve

dividing fractions. Students will then work with their partner in
solving the word problems. Then they will go online to IXL at
http://www.ixl.com/math/grade-5/divide-fractions-and-mixednumbers-word-problems and solve word problems on dividing
fractions.
Day 4:
Students will connect fractions to division. Teacher will show
how a fraction can be written as a division problem.
3

12

The teacher will then write the fraction

and explain how the 8

is the numerator and the 4 is the denominator. Then the teacher

will write 8 4 and point out that 8 is the numerator of the
fraction and 4 is the denominator of the fraction. Students will
then write in their math journals compare, contrast, and explain

Day 5: Verbal, Intrapersonal,

Visual, Kinesthetic,
Mathematical-Logical

why 125

Week 4: Dividing Fractions

8 gives the same result as

. They will then share

their results with their shoulder partners. Students will then

create a QR Code on http://www.qrstuff.com/ and explain why
125

8 gives the same result as

Day 5:
Students will take an online formative assessment on dividing
fractions on Socrative at http://www.socrative.com/

Day 1: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Musical, Naturalistic

Week 4: Dividing Fractions

Day 1:
Students will solve and create fraction word problems using
division. First, students will use illustrations to represent the
division story problems. Then they will then work with a partner
to write an equation in their math journals and solve the
equation. Students will then create their own story problem in
the math journal. They will have their partners solve the other
partners story problem. They will use an illustration to
represent the division problem and solve. Students will then go
onto the app, Course Notes at
http://www.coursenotesapp.com/app/ and record their steps on
dividing fractions.
Day 2:
After a quick discussion on the concepts of multiplying and
dividing fractions, students will begin a childrens story.
Students will organize an outline and begin creating a story by
writing a rough draft on a mathematical concept. Students have
a choice of using the concept of multiplying fractions or
dividing fractions. Students will use Google Docs to write their
rough draft.
Day 3:
Students will continue working on their childrens book on their
mathematical concept. Students will peer-edit their partners
rough draft and provide verbal and written feedback. Students
will then work on the final draft and use My Story Book at
https://www.mystorybook.com/ to finish creating their story and
completing it with their illustrations.
Day 4:
Students will review for their summative assessment using an
online game called Jeopardy at http://www.mathplay.com/Fractions-Jeopardy/fractions-jeopardy.html
Day 5:
Students will take a summative assessment on multiplying and

Day 2: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

Day 3: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

Day 4: Verbal, Interpersonal,

Intrapersonal, Visual,
Kinesthetic, MathematicalLogical, Naturalistic

Day 5: Verbal, Intrapersonal,

Visual, Kinesthetic,
Mathematical-Logical

dividing fractions on the Chromebooks using Google Forms.

Product:
1. Childrens Story

Intelligences:
1. Verbal, Interpersonal,
Intrapersonal,
Visual, Kinesthetic,
Mathematical-Logical,
Naturalistic

2.Verbal, Interpersonal,
Intrapersonal,
Visual, Kinesthetic,
Mathematical-Logical,
Naturalistic, Musical
See below for rubrics.
Presentation Ideas and Notes: PASTE URL TO FINAL VIDEO HERE
2. Mathematical Song on Multiplying Fractions

https://youtu.be/Nh2uT3tFIF4

Story Writing: Children's Story

Below Expectatio
ns-1
The final draft has
more than 3
spelling and
punctuation
errors.

CATEGORY
Spelling and
Punctuation

Outstanding-4
There are no
spelling or
punctuation
errors in the
final draft.

Proficient-3
There is one
spelling or
punctuation
error in the
final draft.

Basic-2
There are 2-3
spelling and
punctuation
errors in the
final draft.

Capitalization
and
Punctuation

Writer makes
no errors in
capitalization
and
punctuation.

Writer makes 12 errors in

capitalization
and
punctuation.

Writer makes
3-4 errors in
capitalization
and
punctuation.

Writer makes 5 or
more errors in
capitalization and
punctuation.

Focus on
Assigned
Topic

100%-90% of
the story is
related to the
assigned topic
and allows the
reader to
understand
much more
about the
topic.

89%-80% of
the story is
related to the
assigned topic.
The story
wanders off at
one point, but
the reader can
still understand
about the topic.

79%-70% of
the story is
related to the
assigned topic.
The story
wanders off at
2-3 points, but
the reader can
still
understand
something
about the

69% or below of
the story is
related to the
assigned topic.
Reader cannot
understand
anything about
the topic.

topic.

Illustrations

100%-90% of
the
illustrations
are detailed,
attractive,
creative, and
relate to the
text on the
page.

89%-80% of
the illustrations
are detailed,
attractive,
creative, and
relate to the
text on the
page.

79%-70% of
the
illustrations
are detailed,
attractive,
creative, and
relate to the
text on the
page.

69% or below of
the illustrations
relate to the text
on the page.

Mathematical Song on Multiplying Fractions

CATEGORY
Content

3-Outstanding
All 3 steps to
multiplying
fractions were
taught in the
song. The
process was
clearly
explained.

Lyrics and Song

The lyrics were

fluid with the
melody. The
lyrics and song
were catchy
and it helped
me remember

2-Proficient
2 out of the 3
steps to
multiplying
fractions were
taught in the
song. The
process was
clearly
explained.
The lyrics were
fluid with the
melody. The
lyrics and song
were catchy.

1-Basic
1 out of the 3
steps to
multiplying
fractions were
taught and the
process was
not clear.

0-Below Basic
None of the
steps to
multiplying
fractions were
taught in the
song. The song
did not include
a process.

The lyrics were

fluid with the
melody. The
song was not
catchy.

The lyrics were

not fluid with
the melody.
The lyrics and
song were not
catchy.

the math
concept easily.

Recording

The student
used the song
melody in the
background of
the recording.
The voices and
song blended
well. Volume
was just right.
There was not
static in the
recording.

The voices
blended well.
Volume was
just right.
There was no
static in the
recording.

The voices
blended well.
The volume
was too loud or
too soft. There
was a little
static in the
recording.

The voices did

not blend well.
The volume
was too loud or
too soft. There
was a lot of
static in the
recording