The purpose of this task is to provide students with a concrete situation they can model by dividing a whole number by a unit fraction.
This task requries students to think about division by fractons.
The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one.
The purpose of this task is to have students think about the meaning of multiplying a number by a fraction, and to use this understanding of fraction multiplication to make sense of the commutative property of multiplication in the case of fractions.
This task gives students word problems with a given a set of a specified size and a specified number of subsets. The questions ask the student to find out the size of each of the subsets.
One common mistake students make when dividing fractions using visuals is the confusion between remainder and the fractional part of a mixed number answer.
The purpose of this task is to help students explore the meaning of fraction division and to connect it to what they know about whole-number division.
Students will review and practice the concepts of dividing fractions. This is a great tool to use for extra practice or review for a test.
Students will review and practice the concepts of dividing fractions. This is a great tool to use for extra practice or review for a test.
Lesson Standard(s): 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real- world situations). Process Standard (s):4: Connect mathematical ideas and real-world situations through modeling.b) Interpret mathematical models in the context of the situation.d) Evaluate the reasonableness of the model and refine if necessary.Lesson Objective(s):Students will exhibit their prior knowledge of dividing whole numbers using area models.After exploration through videos, manipulatives, and drawings, students will represent the quotient of a whole number divided by a fraction using area models.See attachments for lesson plan, PowerPoint presentation, and worksheet.
This task requires students to recognize both "number of groups unknown" and "group size unknown" division problems in the context of a whole number divided by a unit fraction.
This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.
This task builds on a fifth grade fraction multiplication task and uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem.
This task requires students to think about and compare fractions.
This task requires students to think about and compare fractions.
These two fraction division tasks use the same context and ask ŇHow much in one group?Ó but require students to divide the fractions in the opposite order. Students struggle to understand which order one should divide in a fraction division context, and these two tasks give them an opportunity to think carefully about the meaning of fraction division.
The purpose of this task is to help students see the connection between aÖb and ab in a particular concrete example. The relationship between the division problem 3Ö8 and the fraction 3/8 is actually very subtle.
These problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.
This task addresses the division problem 4Ö1/3.
This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division.