Exploring Multiplication of Fractions and Whole Numbers

The video tutorial covers lesson 7.2 on multiplying fractions and whole numbers. It begins with an introduction to the topic and the essential question of using models to show the product of a fraction and a whole number. The lesson includes a hands-on activity using fraction strips to model multiplication, followed by a discussion on using mathematical tools strategically. The tutorial also demonstrates modeling multiplication with fraction circles. The video concludes with a summary of the lesson and final thoughts.

What is the essential question of the lesson?

• How can you use a model to show the sum of a fraction and a whole number?

• How can you use a model to show the product of a fraction and a whole number?

• How can you use a model to show the difference between a fraction and a whole number?

• How can you use a model to show the division of a fraction by a whole number?

What fraction of the garden row does Martin want to plant with carrots?

• Three-quarters

• One-third

• Two-thirds

• One-half

What does each half fraction strip represent in Martin's garden problem?

• Three quarters of two meters

• One half of two meters

• One meter

• One quarter of two meters

What does the number sentence '3/4 * 2' equal in the context of the garden problem?

• 1 3/4

• 1 1/2

• 2

• 3/2

Why did the teacher use four fraction strips under the two whole strips?

• To show a model of one half

• To equally divide the length into four parts

• To simplify the calculation

• To represent one quarter of the length

What mathematical practice discusses using tools strategically?

• Mathematical Practice 4

• Mathematical Practice 5

• Mathematical Practice 3

• Mathematical Practice 6

How would you model three tenths of two using fraction strips?

• Using three-tenths strips

• Using one-tenth strips

• Using one-fifth strips

• Using two-fifths strips

How much pizza was left in total from the three boxes?

• 1 and 1/8 pizzas

• 9/8 of a pizza

• 3/4 of a pizza

• 1 and 1/4 pizzas

What fraction of each pizza box was left with pizza?

• 1/2

• 1/4

• 3/4

• 3/8

How did the teacher confirm there was more than one pizza left?

• By adding the fractions visually

• By calculating the total fractions

• By estimating the leftover pieces

• By rearranging the fraction pieces