Multiplying Fractions by a Whole Number Activity Math Project Based Learning PBL

Rated 4.83 out of 5, based on 128 reviews

4.8 (128 ratings)

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The Learning Effect

8.4k Followers

Grade Levels

5th

Subjects

Math, Fractions

Resource Type

Projects, Activities

Standards

CCSS5.NF.B.4a

CCSSMP4

CCSSMP5

Formats Included

Pages

26 PDF + Google Slides

$3.75

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$3.75

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What educators are saying

My students truly enjoy PBL and incorporating math activities really allowed their thinking to shine.

— Mary E.

Rated 5 out of 5

This was a great resource. Students really enjoyed creating their park and it was great to hear their peer to peer conversations on how to make this work.

— Alissa E.

Rated 5 out of 5

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Description

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Description

Mission: Design a Park is a performance task that allows students to creatively practice multiplying a fraction by a whole number. Students follow the given criteria to determine the amount of space each park amenity requires. This activity is intended to be used after teaching multiplying fractions.

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THIS RESOURCE INCLUDES

Introduction presentation (Google Slides™ file, but can be downloaded as a PDF or PPT)
Teacher instructions
Performance task (2 worksheets)
Answer key
Example of the completed task

INCLUDED FILE FORMATS

PDF: This resource requires Adobe Reader (free software). The contents may not show correctly if using other PDF software.
Google Slides™: To access the Google Slides™ version, you need to have a (free) Google account. The included PDF contains a link to access the digital resource.

PLEASE NOTE

⚠️ The files are NOT editable in any way, and you will not be able to manipulate the content inside.

⚠️ This resource is NOT listed with the TpT Google Drive tool. You will need to manually make a copy of the Google file with the link in the PDF you download after you purchase.

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Permission to copy for single classroom use only.

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Intended for classroom and personal use only.

Total Pages

26 PDF + Google Slides

Answer Key

Included

Teaching Duration

N/A

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Standards

to see state-specific standards (only available in the US).

CCSS5.NF.B.4a

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.)

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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