Multiplying Decimals and Mixed Numbers

Lesson Outline

Focus and Review

Remind students what has been learned in previous lessons that will be pertinent to this lesson and/or have them begin to think about the words and ideas of this lesson:

• Can someone tell me what a decimal/mixed number is?
• If I multiply the number 1 by a decimal, will the result be larger or smaller than 1? OR If I multiply 1 by a mixed number, will the result be larger or smaller than 1?
• Entertain a discussion on decimals and mixed numbers including how to multiply these types of numbers.

Objectives

Let the students know what it is they will be doing and learning today. Say something like this:

• Today, class, we will be talking about multiplying decimals and mixed numbers.
• We are going to use the computers to look at the effect of multiplying a number by a decimal or mixed number, but please do not turn your computers on or go to this page until I ask you to. I want to show you a little about this program first.

Teacher Input

Explain to the students how to do the assignment. You should model or demonstrate it for the students, especially if they are not familiar with how to use the computer applets on the Project Interactivate site.

• Open your browser to The Sequencer in order to demonstrate this activity to the students.
• Show the class that there is a box where they may enter a starting number, in other words, the number that will be multiplied by a decimal or mixed number.
• Show the class the box where they will enter the multiplier, or the number that our starting number will be multiplied by.
• Explain to the class that they should enter a "0" into the add-on box as this lesson is about multiplying decimals, not adding them. Show students where to enter the zero.

Guided Practice

• After answering all questions that the students might have regarding the use of The Sequencer, pass out the Multiplying Decimals Worksheet.
• Walk the students through the worksheet, having all of the students in class use the same numbers, for example: 3 for the whole number and 0.43 for the decimal number. For each question, ask two different students what they think the answer is. Ask the students to settle any disputes on what the answers are.

Independent Practice

• Allow students to work independently or in groups to complete the worksheet and circulate the room to offer help where necessary.
• When the students are finished with the Decimal worksheet, pass out the Multiplying Mixed Numbers Worksheet and have them work through it independently.

Closure

Allow students to describe what steps are needed and how they differ when numbers are multiplied by a decimal or a mixed number.