**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 |
#### CCSS
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?**

**Analyze**– **construct** 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?**