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Overview

This 5-day unit focuses on multiplying fractions by whole numbers using hands-on, interactive methods aligned with Common Core State Standards (CCSS) for 4th Grade Mathematics (CCSS.MATH.CONTENT.4.NF.B.4). Students will engage in explicit modeling (I do, we do, you do), diagram drawing, and collaborative discussions to develop both conceptual and procedural understanding.

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Standards Addressed

• CCSS.MATH.CONTENT.4.NF.B.4: Multiply a fraction by a whole number
• CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them
• CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others

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Day 1: Introduction to Multiplying Unit Fractions by Whole Numbers

Objective (Content & Language)

• I can multiply a unit fraction (numerator = 1) by a whole number.
• I can draw diagrams to model multiplying a whole number by a fraction.

Success Criteria

• Correctly draw rectangle or number line diagrams representing multiplication of unit fractions.
• Calculate products by repeated addition.

Materials

• Whiteboards and markers
• Fraction strips (unit fractions only)
• Number lines printed on paper
• Visual "I do, we do, you do" example sheets

Lesson Plan (45 minutes)

Time	Activity	Details
5 mins	Activation: Review fractions and whole numbers	Quick warm-up with fraction strips for numerator = 1 fractions
10 mins	Explicit Modeling (I Do):	Teacher models repeated addition to multiply 1/4 × 3 using diagrams
15 mins	Guided Practice (We Do):	Students draw diagrams on personal whiteboards; teacher walks around, prompts students
10 mins	Independent Practice (You Do):	Students solve 3 problems multiplying unit fractions by whole numbers on worksheets
5 mins	Discussion & Reflection:	Students share one solution and explain using diagrams; listening and asking clarifying questions

Differentiation

• Visual learners: Use colored fraction strips and number lines
• Dyslexic learners: Provide dyslexia-friendly worksheets with clear fonts (e.g., OpenDyslexic) and ample spacing
• Struggling learners: Offer peer support, concrete manipulatives (fraction pieces)
• Advanced learners: Challenge with larger whole numbers or mixed numbers (preview day 3 concepts)

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Day 2: Multiply Fractions with Numerators >1 by Whole Numbers

Objective (Content & Language)

• I can multiply fractions with numerators greater than 1 by whole numbers.
• I can use repeated addition and draw area models to show multiplication.

Success Criteria

• Create accurate area models representing fraction × whole number
• Solve multiplication problems with numerators >1

Materials

• Grid paper
• Colored pencils
• Fraction tiles
• Chart with steps for multiplication using repeated addition and area models

Lesson Plan

Time	Activity	Details
8 mins	Review: Quick recap of Day 1 concepts	Use fraction strips on board to review unit fractions
12 mins	Explicit Instruction (I Do):	Model multiplying 3/4 × 2 using an area model and repeated addition
15 mins	Collaborative Practice (We Do):	Students work in pairs to draw area models for 2/3 × 4 and 5/6 × 3
7 mins	Independent Practice (You Do):	Individual task: Solve 3 problems, draw diagrams, and explain thinking
3 mins	Reflect and Discuss:	Volunteers explain different bar/area models to the class

Differentiation

• Visual/tactile learners: Use fraction tiles and color-coded grids
• Dyslexic learners: Worksheets with dyslexia-friendly fonts and margin notes for key math vocabulary
• Struggling learners: Scaffold with simpler fractions (e.g., 2/4)
• Advanced learners: Create two-step problems involving mixed number multiplications

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Day 3: Strategy Focus – Repeated Addition for Multiplying Fractions

Objective (Content & Language)

• I can multiply a fraction by a whole number using repeated addition.
• I can explain my reasoning and listen to others’ strategies.

Success Criteria

• Represent multiplication problems as repeated addition equations
• Participate in discussions and ask clarifying questions

Materials

• Whiteboard with number sentence templates
• Fraction cards
• Discussion protocol posters

Lesson Plan

Time	Activity	Details
5 mins	Warm-up: Multiplying fractions with whole numbers	Quick oral quiz using fraction cards
7 mins	Explicit Instruction (I Do): Repeated addition examples	Show 3/5 × 4 as 3/5 + 3/5 + 3/5 + 3/5 on whiteboard
15 mins	Partner Work (We Do): Create repeated addition sentences	Students choose fraction cards and write addition sentences for multiplication problems
13 mins	Class Discussion: Share strategies, ask questions	Encourage listening and concrete questions using sentence starters
5 mins	Exit Ticket: Write one fact learned about repeated addition	Collect quick written responses

Differentiation

• EAL/Language learners: Sentence stems provided for discussions ("I think..., because...")
• Dyslexic learners: Oral response options for exit ticket
• Struggling learners: Use visuals along with sentence stems and pair carefully with supportive peers
• Advanced learners: Challenge with explaining why repeated addition works from a fractional perspective

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Day 4: Application and Problem Solving with Diagrams

Objective (Content & Language)

• I can multiply fractions by whole numbers using diagrams and explain my solution.
• I can engage in mathematical argumentation and question strategies respectfully.

Success Criteria

• Draw accurate diagrams for word problems
• Use multiplication and repeated addition correctly to solve problems
• Participate in respectful mathematical discussions

Materials

• Word problem cards
• Chart paper and markers for group work
• Fraction strips and tiles

Lesson Plan

Time	Activity	Details
5 mins	Activate: Quick fraction quiz (oral)	Questions related to Days 1-3 concepts
10 mins	Explicit Review: Solve a sample word problem together (I do/We do)	Model diagramming and step-by-step reasoning
20 mins	Group Work: Students work in groups of 4 on word problems	Each group draws diagrams, writes multiplication/repeated addition sentences
7 mins	Presentations: Groups present solution and respond to questions	Encourage respectful listening and clarifying questions
3 mins	Reflection: What strategies helped us the most?	Quick share-out focusing on mathematical reasoning and communication

Differentiation

• Visual/Tactile learners: Emphasis on diagramming and manipulatives
• Dyslexic learners: Group reading and discussion support with dyslexic-friendly printed materials
• Struggling learners: Smaller groups, scaffolded word problems with fewer steps
• Advanced learners: Create own word problems involving multiplication of fractions and whole numbers

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Day 5: Assessment & Observation

Objective (Content & Language)

• I can independently multiply fractions by whole numbers and explain my thinking in writing or orally.

Success Criteria

• Correctly solve given multiplication problems with unit and non-unit fractions
• Use diagrams or repeated addition to support solutions
• Demonstrate ability to explain or write about the multiplication process

Materials

• Printed assessment sheets (dyslexia-friendly font & spacing)
• Blank paper for diagrams
• Pencil and eraser

Assessment (45 minutes)

Time	Activity	Details
5 mins	Instructions and clarification	Review what is expected on the assessment
30 mins	Independent assessment	Students complete problems:

• Multiply 1/3 × 5 using repeated addition
• Multiply 4/5 × 3 with diagrams
• Word problem requiring multiplication and explanation | | 10 mins | Observation & Conferencing | Teacher circles classroom, noting student strategies, asking clarifying questions |

Differentiation

• Dyslexic learners: Extra time, offer oral responses if needed
• Struggling learners: Use of manipulatives allowed
• Advanced learners: Bonus extension question involving mixed numbers or larger whole numbers

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Additional Notes:

• Visuals and diagrams must be prominent, supporting dyslexic learners through clear formatting and hands-on materials.
• Encourage a growth mindset around mathematical dialogue and reasoning to build students’ confidence speaking about math.
• Use frequent formative checks ("thumbs up/thumbs down," quick exit tickets) throughout for real-time feedback.
• Provide all instructions orally and visually to support diverse learners.

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This unit blends explicit instruction with student-centered discovery, focusing heavily on visualization, reasoning, and communication to foster deep understanding of multiplying fractions by whole numbers.