Lesson 2

Multiplication and Division of Fractions In Grade 8 students will begin to multiply fractions concretely, pictorially, and symbolically (outcome N6). Work done symbolically should initially be supported concretely or pictorially. By the end of Grade 8, students should be able to multiply fractions symbolically with some ease without the support of manipulatives or drawings. Division of fractions is also introduced in Grade 8 - time should initially be spent with concrete and pictorial models before students move to working symbolically. Examples need to be chosen carefully, and the following situations need to be addressed (see outcome N6 in the Curriculum Document for more information) -

1 3) 2 1 --a whole number divided by a simple fraction (ex. 6 ) 4 --a simple fraction divided by a simple fraction, where the divisor is a unit fraction 7 1 (numerator of 1) and both denominators are the same (ex. ) 8 8
--a simple fraction divided by a whole number (ex. --a simple fraction divided by a simple fraction where the divisor is a unit fraction 1 1 3 1 (numerator of 1) and the fractions are compatible (ex. or ) 2 4 8 4 When dividing fractions, students should practice finding common denominators for each, and then divide the numerators. Students will gain a greater understanding of fraction division by using this common denominator method. Example:

5 1 5 2 5 1 = = 52= 52 = or 2 6 3 6 6 2 2 66 1

Day 1 Instructions 1. Review and practice method of drawing the operation of multiplication with fractions. Examples are included to use as a guideline. 2. Go through examples for guided practice in drawing division. 3. Review algorithms for multiplying and dividing fractions. 4. Complete the formative assessment.

Day 2 Instructions 1. Use the results from the formative assessment to guide the lesson. 2. Correct formative assessment together and try to address areas of difficulties and misconceptions. 3. Select items from the questions that are provided. Complete as much as possible, monitoring and correcting as you go. 4. Summative assessment (15 minutes). Item Bank These extra questions are available for students who still require more support with their skills in multiplying and dividing fractions. The items could be completed: As homework for individuals who need extra practice In small groups In extra help sessions

Day 1 - Lesson Focus on the language when reading fraction operations. Complete these examples together: Multiplying Fractions1. Example
2 1 x 3 2

a. In math language, this question reads as follows: what is it is necessary to draw the second fraction first

2 1 of ? Therefore, 3 2

2 s of the half, cut the whole into 3 pieces and shade 2 of the 3 3 parts that are in the half section.

b. In order to take

2. Example:

2 1 x 5 4

a. In math language, we are being asked: what is fraction

2 1 of ? Draw the second 5 4

1 first... 4

2 of the one quarter, cut the whole into 5 pieces (horizontally) 5 and shade 2 of the 5 that are in the quarter section.
b. In order to take

Practice the procedure with the following questions.

1 1 x 4 3

2 1 x 5 2

1 3 x 4 7

Dividing FractionsYou may think of dividing as either sharing or as how many groups of a certain type are in the other number. 1. Example:

2 2 3

2 divided into two equal 3 groups or divided in two. This will necessitate drawing the first fraction
a. In math language, this question is asking us: What is

2 b. Now, we are being asked to break the s into 2 pieces. This example could 3 be thought of as sharing (between two people) and each person gets a 1 piece/portion equivalent to . (Notice how dividing by 2 is just like multiplying 3 1 by ). 2

Check:

2 2 2 2 2 1 1 2= = x = = 3 3 1 3 6 3 2

2. Example:

3 1 4 8

a. In math language, this question is asking us: How many

1 3 s are there in ? 8 4 In order to figure this out, it is helpful to draw the first fraction

b. Next, cut the whole into eight pieces. Notice what many

1 looks like and ask: How 8

1 3 s are there in ? There are 6! Emphasis that the answer is 6 and not 8 4

6 s. 8

Check:

3 1 6 1 = =6 4 8 8 8
2 5

3. Example: 3

a. In math language, we are being asked: How many

2 s are there in 3 wholes? 5 Therefore, it is helpful to start with drawing 3 wholes

b. Next, we will cut the wholes into fifths and shade in every group of

2 5

How many

1 2 s are there in the 3 wholes? 7 2 5 1 2 5 = 3 5 = 15 2 = 7 (which is the same as 3 ) 2 5 2

Check: 3

Practice the procedure with the following questions. Remember to ask, How Many?
1 1 2 6 3 1 5 10 3 1 4 4

Lesson 2 (Day 1) Formative Assessment Multiplying and Dividing Fractions 1 3 1. The rectangle below represents 1. Draw the multiplication of x . In other 4 4 1 3 words, what is of ? 4 4

2. The rectangle below represents 1. Draw the division of How many

1 2

1 4

1 1 s are there in ? 4 2

3. During warm ups at a track meet a runner ran a lap in 4

1 minutes. At that same 2 average speed, how long would it take her to run 5 laps?

4. If factory workers on an assembly line can put together a bicycle wheel in 1 3 minutes, how many wheels could they assemble in 21 minutes? 2

5. a)

2 of 24 = ___________ 3

b)

3 3 x 5 4

c)

1 2 2 3

d) 8

1 2

e) 1

1 1 x 1 2 4

f) 1

1 1 1 3 2

Lesson 2 (Day 2) Multiplying and Dividing Fractions 1.Determine from the formative assessment results where more practice is needed. 2. Review Draw
3 2 x 4 3

Draw

1 1 4 2

3. Guided practiceuse extra questions from the Item Bank if needed. a) A pitcher was
3 full of juice. The family drank half of that amount at breakfast. What 4 fraction of the pitcher had juice in it after breakfast?

b)You have 20 metres of fabric and need 3 can be made?

1 m for each costume. How many costumes 3

Summative Assessment - Lesson 2 (Day 2) Multiplying and Dividing Fractions 1. A gym membership is regularly priced at $54.00 a month. During the month of 1 January there is a special offer of off the regular price. What is the cost of the 3 membership during this special offer?

2. Show the multiplication of

1 1 x in the rectangle below. 3 2

3. Show the division of 4

2 3

(How many

2 s are there in 4?) 3

4. In Mrs.Jardines class, the end of the day,

4 of the students participated in a Track and Field meet. By 5

1 of these participants won medals. What fraction of Mrs.Jardines 2 class won medals at the meet?

5. Mark has a stamp collection which he keeps in a special binder. In his collection, 1 each country takes up an average of 3 pages. In his stamp binder 28 pages are full. 2 How many countries are represented?

Item Bank 1. Use the diagram below to show

2 1 x 3 4

2. Caitlin decided to make muffins for the school picnic. Her recipe requires 2

1 cups of 4 flour to make 12 muffins. Caitlin found there were exactly 18 cups of flour in the canister, so she decided to use all of it. How many muffins can she expect to make?

3. Arrange the answers to these questions in order from least to greatest. 2

1 1 1 3 2

1 1 x 3 2 4

1 1 3 4

1 2

1 10

4. What multiplication situation is being shown in the diagram?

5. a)

2 1 x 5 4

b)

3 x 10

5 6

c)

1 6

6 7

d)

2 3 x 3 4

e) 1

1 2

x 3

1 4

f) 1

2 1 x 1 3 4

g) 2

3 5

x 2

5 8

h) 1

3 x 40 5

6. a)

1 of 24 cards = ________ cards 3

b)

2 of 35 hats = ________ hats 5

c)

3 of 40 hotdogs = ________ hotdogs 4

d)

5 of 64 books = ________ books 8

7. a)

1 4

1 2

b)

3 3 8 4

c) 3

2 5

d) 5

1 5

e) 4

3 8 4

f) 3

2 5

g)

2 5

3 5

h)

1 5

3 4

8. a) Make up a real life word problem which would require multiplying two fractions. (Hint: Imagine taking a part of another part). Show the solution to the problem.

b) Make up a real life word problem which would require dividing two fractions. (Hint: How many portions or parts in another part)? Show the solution to the problem.

9. a)

1 3 x 2 5

b)

3 3 4 8

c) 4 x

3 4

d) 3

3 5

e) 1

3 1 x 2 4 3

f) 3 x 1

1 2

g)

1 2

1 2

1 1 h) 1 x 2 3 3

i)

2 4 3

j) 1

2 1 3 3

k) 2

2 1 5 2

l) 1

2 3 1 3 4

10. a)

2 of 24 = ___ 3

b)

2 5

of ? = 12

c)

2 1 ?= 5 5

d)

3 of 49 =_____ 7

11. a)

1 of 60 cards = ________ cards 3

b)

5 of 12 months = ______ months 6

c)

3 of 120 people = _______ people 10

d)

2 of 45 cars = ______ cars 5

12. Find the following savings and sale price. Savings a)

1 off a $60 calculator 4 1 off a $15.45 salad bowl 5

Sale Price __________

_________

b)

_________

__________

c)

2 off a $15.30 hat 3

3 off a $52.00 game 4

_________

__________

d)

_________

__________