Multiplying Fractions (ICT)

Introduction

Follow along Demonstration ~ 10 minutes

Have students follow along the demonstration in their books OR on mini whiteboards.

Students to replace the 'of' in the demonstration with the multiplication operation.

Reinforce to students that when adding and subtracting fractions and mixed numerals, the denominators need to be common but when multiplying (and dividing) fractions, this isn't an issue; to be explained via the demonstration.

Body (ICT)

Activity 1 ~ 20 min

Students multiply fractions and mixed numerals using the follwoing GeoGebra site https://www.geogebra.org/m/AZnX7deX

Students are expected to complete the worksheet by writing down the answer and draw the diagram outputted by the software.

Activity 2 ~ 25 minutes

Students will be given worksheets (1 & 2) with equations on the multiplication of mixed numerals

Students will visit the GeoGebra website https://www.geogebra.org/m/zYEJ5xcV to find/generate solution to their equations and receieve a conceptual understanding of how multiplication of fractions and mixed numerals work

Students are expected to write the full working of each equation on the worksheet(s) and pasted into their books.

Conclusion

Wrap up ~ 5 minutes

Students log off and have their worksheets pasted into their books.

Teacher responsibilities...

Follow along Demonstration

• This link will help with the demonstration you will be showing your students to follow.
  • Optional: Present this in class (till 05:00 minutes), otherwise demonstrate it yourself, the latter is perferred
• As students follow on from your demonstration, you can assist students on the spot if they make a mistake in the progress of your demonstration.

Activity 1

• Provide students with Worksheet 1 and explicit instruction on the drawing of a diagram to illustrate the process.
• Monitor students' use of the internet; make sure no one is off task
• Go around the computer lab to assess students solutions by asking them to explain/justify to you why they think the answer is correct despite having generated it by GeoGebra.

Activity 2 (linked sources)

• Provide students with Worksheet 1 & Worksheet 2 (double-sided)
• Similar to activity 1; students must draw a diagram to illustrate the process.

Wrap up

• Remind students that ONLY for addition and subtraction of fractions/mixed numbers do we need to find the common denominator.