EXT 3-6 Sampler

MultiplyingaFraction&WholeNumber 56 Grade6 Lesson10, 6ETeacherGuide 28 Objective19: To find a fractional part of anumber. Materials: Pencils, cubes, ProblemSolvingSteps and Strategies (Master 13) Vocabulary: discount Problem-SolvingStrategies In this activity, studentswill discover that several different strategiesmaybeused to solve the sameproblem. At the endof the activity, refer the students to theProblem SovingSteps andStrategies (Master 13). Writeon theboard: There are12 students in the after-schoolmath club. 2 3 of the students areboys.Howmanyboys are in the after-school club? Ask students todiscuss theproblemwith apartner and suggest differentways to solve theproblem. Solutionswill vary. Somepossible solutions are: Model 1 ⁄ 3 of 12using12 cubes and2pencils: Howmany students in⅓of 12? (4) Howmany students in⅔of 12? (8) Draw apicture: Use themultiplicationof fractionsmethod: 2 3 of 12 2 3 1 1 2 2 3 4 8boys Usementalmath: I know that 1 3 of 12 is 4, so 2 3 of 12 is 8. Complete a second example involving a fractional discount. Reviewwith students the concept of adiscount as a reductionof the regularpriceof an item. Writeon theboard: Ameliabought aDVD collectors setwith a regularprice of $40. The setwasmarked 1 5 off.Whatwas the amount of discount?Whatwas the saleprice? Work through the solution together.Allow time for students todiscuss thedifferencebetween the amount of discount and the saleprice. Read the example at the topof thepage.Ask students to give examples of items theyhavebought ondiscount. Solve problems 1, 10 and11 together.Have students complete the pageon their own. Mental Math Present problems for students to solvementally. Examples: ⁄ of 15, ⁄ of 15,¼of 100,¾of 100,⅓of 30, ⅔of 30, etc. AuthoringWordProblems Have students select 2 computational problems fromproblems 1–9of their student page andwrite twowordproblems involving multiplicationof a fractionby awholenumber. Save the problems for the class file. Skill Builders 19-2, 45-1 28 ©Math TeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. Multiplying aFraction andaWholeNumber Greg bought a pair of jeans at agoing-out-of-business sale. All clotheswerediscounted 2 3 off the regular price. The regular price of the jeanswas $30. Howmuchwas his discount? Howmuch did he pay? 1. 1 3 9= ________ 4. 2 5 5= ________ 7. 2 5 25=________ 2. 2 3 9= ________ 5. 4 3 4 = ________ 8. 5 6 12= ________ 3. 2 3 6= ________ 6. 3 2 3 = ________ 9. 12 3 4 = ________ 10. There are 27 students in our class. Two-thirds of the class has brownhair. Howmany students havebrownhair? ________ 12. ATV set was on sale for 1 4 off. The usual pricewas $360.What was the amount of discount? What was the sale price? ________ ________ 11. A publisher offers adiscount of 1 1 0 off books. Howmuchwill you save if you buy a bookwhose regular price is $10?$20?$15? ________ ________ _______ 13. A gas station offers a discount of 1 5 if you pay cash. Howmuchwould you save if you pay cash for a$20 purchase? $10?$15? ________ ________ ________ 2 3 30 1 = = $20 discount $30 – $20 = $10 paid Gregpaid $10 for the jeans. 60 3 2 3 of 30 = ____ EVERYTHING MUSTGO! GOINGOUT OF BUSINESS 2 3 OFF! Solve. 20 3 6 4 2 9 18students $1 $4 $90 $2 $2 $270 $1.50 $3 3 10 2 10 Studentsdevelopunder- standingof the structure of awordproblemwhen theywritewordproblems tomatch computations. Studentsuse models and drawpictures todevelop understanding ofmultiplying a fraction andawhole number.