Math & Movement
Give students a fraction to multiply. For example: What is 3 x ⅜ ? Remind students that when we are multiplying 3 x ⅜, we are adding three groups of ⅜. This is the same as adding ⅜ + ⅜ + ⅜.
Step 1: Help students identify ⅜ on the floor mat. Ask, “How many ⅛ths do we need to add together to have ⅜? Place a ⅛ fraction card on the mat on the ⅛ block, 2/8 block, and ⅜ block to help the students see that three groups of ⅛ is equal to ⅜. Ask one student to stand on ⅜ to mark the first group of ⅜.
Step 2: Help students understand that we need to add ⅜ to our first group of ⅜, which will equal 6/8. Ask, “What is the next group of ⅜?” Repeat the process by laying a ⅛ card on the 4/8 block, ⅝ block, and 6/8 block. Invite a student to stand on 6/8 to mark the second group of ⅜.
Step 3: Help students understand that adding the third group of ⅜ will equal 9/8. Ask, “What is the next group of ⅜?” Repeat the process by laying a ⅛ card on the ⅞ block, 8/8 block, and off the mat on the imaginary 9/8 block. Invite a student to stand on this point, 9/8, to mark the third group of ⅜.
Step 4: As a whole class, have students chant, “1 group of 3/8ths is 3/8, 2 groups of 3/8ths is 6/8, 3 groups of 3/8ths is 9/9. As the students chant, 1 group of 3/8ths, the student who is standing on 3/8ths raises both arms in the air. When the class chants, 2 groups of 3/8ths, the student who is standing on 6/8ths raises both arms in the air. Repeat for 3 groups of 3/8ths. Repeat this chanting at least 5 times to reinforce the groups of 3/8ths.
Step 5: Have the student solve the multiplication problem. Ask, “What is 3 x ⅜? The student on 9/8 raises their hand and class chants 9/8.
To simplify the problem, the student on 9/8 picks up the ⅛ card and raises it high in the air. Students can see that 9/8 is 8/8 + ⅛. Have students chant 9/8 is one whole plus ⅛ or 1 and ⅛.