## Reflection: Developing a Conceptual Understanding Dividing Fractions by Fractions - Section 3: Painting More Tables

These questions are not easy for students!  The reaction from many students is, “I don’t get this!”  I tell students that according to the standards, they need to be able to use a model to show what is going on in a fraction division problem.  I stress to students that the fraction kit is a great resource for understanding what is going on.  Some students were able to use a strategy to find the answer, but then struggled with the model.  It is so important that students struggle and start to understand what is actually going on, rather than just using a short cut to find the answer.  It takes continued practice and modeling for students to reach an “ah-ha” moment.

Common mistakes are that students take the remainder and just add that onto their whole number answer.  Also, I found that some groups struggled to determine which fraction was the divisor and which fraction was the dividend.  I asked students how much paint Avery had; this is the dividend or the amount you are splitting up.  Then I asked how much paint it took to cover one table; this is the divisor.  I also rephrased the question as, “How many groups of ______ gallon (divisor) are in ___________ gallon (dividend)?”

"I don't get this!"
Developing a Conceptual Understanding: "I don't get this!"

# Dividing Fractions by Fractions

Unit 4: Fraction Operations
Lesson 14 of 19

## Big Idea: What do you get when you divide ¼ by ½? What does your answer actually mean? Students continue building their skills and strategies in order to divide fractions by fractions.

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Standards:
Subject(s):
Math, Number Sense and Operations, dividing fractions, multiplying fractions, 6th grade, master teacher project, visual models, remainder
60 minutes

### Andrea Palmer

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