Big Idea:If Ashley ate ½ pizza, Tatyana ate 1/3 of a pizza, and Tiffany ate 5/8 of a pizza, how much pizza did they eat altogether? What’s the smallest number of pizzas they ordered? How much was left? Students work to develop strategies for adding and subtracti
Big Idea:How would you solve 3 ¼ - 1 5/6? What do students understand? What gaps do they have in their understanding? Students continue looking for patterns when they are adding and subtracting fractions and then they take a quiz.
Big Idea:What does it mean when you multiply fractions? How can you multiply fractions without drawing a diagram? Students build on their skills for multiplying fractions and they work to develop an algorithm.
Big Idea:How can we use diagrams to multiply mixed numbers? How can we multiply mixed numbers without using a diagram? Students apply what they know about multiplying fractions to multiplying with mixed numbers.
Big Idea:How are multiplication and division connected? Why do 11 divided by 2 and 11 times ½ result in the same answer? Students make connections between multiplication and division and work to develop strategies for dividing whole numbers by unit fractions.
Big Idea:What do you get when you divide 6 by 2/3? How can you connect this problem to multiplication? Students continue to make connections between multiplication and division and work to develop strategies for dividing whole numbers by fractions.
Big Idea:What strategies do you have for dividing fractions? How do you divide 1 2/3 by 1/3? Students apply all that they have learned about dividing with fractions to divide mixed numbers by fractions for a second day. Students also take a short quiz on multipl