Dividing With Fractions
Lesson 11 of 19
Objective: Students will be able to model division using whole numbers and fractions. Students will also be able to divide whole numbers and fractions using the standard algorithm.
Today’s warm up consists of one question to check for retention of conceptual knowledge. The other three questions are for the purpose of checking pre-requisite knowledge necessary.
In order to train for a cross-state biking trip, Julie rides her bike 34.75 miles five times a week. How many total miles does she ride each week?
Find two equivalent fractions for each of the given fractions.
1. 2/3 2. 3/4 3. 2/5
During today's opening, I will get students thinking about the process of dividing fractions by asking the following question:
How many eighths can I get out of three-fourths?
Using this question, the students will explore methods to arrive at the solution to this question. Teacher will facilitate discovery by asking probing questions. Students will be given manipulatives to use during their exploration.
The topic of discussion for instruction will be what does it mean to divide a fraction by a fraction? Students will need to know and understand that to divide a fraction by a fraction simply means how many of one size partial piece can fit into another size partial piece.
Using visual models, teacher will demonstrate what it means to divide a fraction by a fraction.
Teacher will use the following division problems for this purpose:
1.) 5/6 divided by 1/3 and 2.) 1/4 divided by 1/2
The first problem is to demonstrate how much of a smaller piece fits into a larger piece while the second demonstrates how much of a larger piece fits into a smaller piece.
Students are to include these examples in their interactive math notebook
Try It Out
Students will try to complete the three investigations on the attached worksheet. During this time, I will facilitate the investigations by asking probing questions and aiding students when necessary as the move through the three problems. I will use this process as an opportunity to assess and address misconceptions before students will be allowed to complete an exploration assignment on their own.
If you are unsure how the worksheet should be used, please view the video that is also attached to this section.
Using the same method that they learned and tried during the Try It Out portion of this lesson, my students will complete the worksheet attached to this section for the student exploration with a partner. This worksheet requires students to divide fractions using visual models.
Selected student partners will be given the opportunity to come up to the document camera and present their work. A set of partners will be chosen for each of the 8 problems presented in the student exploration. While the students are presenting, their peers may ask questions and critique their work. As the teacher, I will be looking for opportunities to ask probative questions that will deepen the understanding of all students.
Ticket Out the Door: Briefly explain, using three to five sentences, what you learn today about dividing fractions?