# 6th Grade Common Core Math

## Tips, Mathematical Practices, and Ideas about Multiplying, Fractions, and Mixed Numbers

on November 7, 2013

### Topic 8- Multiplying Fractions and Mixed Numbers

November 12-November 19 (Nov. 20 posttest/pretest)

#### Lesson

8-1 Multiplying a Fraction and a Whole Number

6.NS.1*

#### AZ AIMS Standards

M06-S1C2-04, M06-S1C2-05,  M06-S5C1-01

8-2 Estimating Products 6.NS.1* M06-S1C2-04, M06-S1C3-01
8-3 Multiplying Fractions 6.NS.1* M06-S1C2-04, M06-S1C3-01
8-4 Multiplying Mixed Numbers 6.NS.1* M06-S1C2-04, M06-S1C3-02,  M06-S5C1-01
8-5 Problem Solving: Multiple-Step Problems 6.G.1 M06-S1C2-04, M06-S5C2-01, M06-S5C2-02

### Double Dose Recommendations:

• Preteach Perimeter: 3 days (#31-33)
• Kim Sutton Math Routines

### Tip of the Week:

Bloom’s/DOK- Are we providing opportunities for our students to analyze, evaluate, create, and construct during math?

• Analyzeconstruct models, graphing information, comparing and contrasting values
• Evaluate– Prepare a list of criteria for solving, make a booklet that includes mathematical rules for solving and potential tools list

### Technology Integration Weekly Resources:

You could have students view the video, and ask them to then create their own video (or tell a partner if you do not have video equipment), to demonstrate with models and create their own “tutorial” with models.

By having them create their own tutorial, or presentation to a partner, they would then be using different multiple intelligences, and mathematical practices, to explain the “why” behind the mathematical computations.

How else can you take advantage of these videos as a learning opportunity for students?

### Mathematical Practices: Model with Mathematics

Model with mathematics includes:

• Understand this is a way to reason quantitatively and abstractly (able to decontextualize and contextualize)
• Are able to simplify a complex problem and identify important quantities to look at relationships
• Represent mathematics to describe a situation either with an equation or a diagram and interpret the results of a mathematical situation
• Ask themselves, “How can I represent this mathematically?”

In model with mathematics, students will:

• Apply prior knowledge to new problems and reflect
• Use representations to solve real life problems
• Apply formulas and equations where appropriate

Teachers will:

• Pose problems connected to previous concepts
• Provide a variety of real world contexts
• Use intentional representations
• Gives students opportunities to model with mathematics and describe the mathematical situation

Some questions to develop mathematical thinking could be:

• What number model could you construct to represent the problem?
• How would it help to create a diagram, graph, table …?
• What are some ways to visually represent …?

What opportunities are you providing students to analyze, evaluate, and create during math?

### One Response to “Tips, Mathematical Practices, and Ideas about Multiplying, Fractions, and Mixed Numbers”

1. […] 8: Multiplying, Fractions, and Mixed Numbers DOK ideas, and PBL ideas Dig deeper into math concepts, beyond the computational […]