Embedded Files
PlanningaZooPerformanceTask (4).pdfPrior to Lesson: Some students benefit from having manipulatives to model with in this activity. Cut several pieces the size of the monkey pen, zebra pen, and bird pen for each group. The smaller the pen, the more manipulatives the students need to be successful in drawing conclusions. Calculators are appropriate tools for Day 2 if allowed.
- Place the students in groups of 2 to 4 of ranging levels.
- Play the the following you tube video to grab all students attention. Most 5th graders love zoos!
3. Prompt the students to make some observations about the zoo diagram on the first page of their recording sheet.
4. Hand out precut manipulatives and have ask the students to try and figure out what fraction of the zoo contains each type of animal (#1). Use the Questioning Prompts to guide students thinking.
5. Pull back together as a class and have students share their strategies to solving the question.
6. Discuss what questions 2 and 3 may be asking. Brainstorm strategies together.
7. After the students have had adequate time, pull together and discuss the strategies used. Let the students come to their own conclusions. Do not discount incorrect answers, but try to lead the students through questioning to the correct ones.
8. (Generally occurs on Day 2) The last part of this problem is an addition for the zoo. Have the students solve multiplication of fraction problems to find the area of each pen. Calculators can be used and will speed up the process if allowed. Color and labels should be added to attend to precision.
Focus Content Area Standards
Focus Content Area Standards
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd).
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Standards for Mathematical Practice
Standards for Mathematical Practice
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.
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