# Unit Review

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## Objective

SWBAT: • Add, subtract, multiply, and divide fractions and mixed numbers. • Determine which operation to use in a fraction word problem. • Create a model for a word problem.

#### Big Idea

What number sentence represents what is going on in this problem? Why? What kind of model could you create for this problem? Students review the skills they have learned throughout Unit 4.

## Do Now

10 minutes

See my Do Now in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day.   Today I want students to practice dividing fractions.  Some students may draw pictures, some students may ask to use a fraction kit, while other students may use an algorithm.  I want students to recognize that these are division problems and be able to find the quotients.  Problem 4 is the hardest because students have to interpret the remainder.  The common mistake is to come up with the answer 1 1/8.  The leftover 1/8 represents 1/3 of 3/8, so the answer is 1 1/3.

I have a student explain their answer for each of the problems.  For each problem I have a student show a picture or I draw one under the document camera.  I also ask students how they could use a different strategy to find the same answer.  If students struggle with problem 4, I use the fraction kit to model what is going on.  We have to relate the leftover 1/8 to the divisor (3/8) not 1 whole.

## Review Expectations

5 minutes

Note:

• For this lesson, some students may need a fraction kit to help model problems.  Example: Fraction Kit

I call on students to read through the expectations.  I show students where the fraction kits are if they need them. I explain that students can approach this work in different ways: they can walk around and do the work at each problem, or they can walk around and copy the missing information onto their packet and then sit down to solve problems.  The important part is that they are doing their work and asking questions if they are stuck.

## Work TIme

40 minutes

Notes:

• I print 2 copies of each problem and post them around the room.  That way students can spread out and get the information.
• I look at students’ work on the practice problems from the previous lesson (Strategies for Dividing Fractions Day 2).  If there are a small group of students who continue to struggle, I will have them work with me in a small group.  We will walk around to the problems together.  If needed, I will have them focus on a smaller number of the problems.
• I have some sets of review problems with the information already filled in.  If a student cannot handle moving around and is distracting others, I give him/her a filled in packet and have them work independently at a seat.

As students work, I walk around and monitor student progress.  Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason Abstractly and Quantitatively and MP4: Model with mathematics.

If I have a small group I am working with, I get up every few minutes and check on how students are doing.  If students struggle, I encourage them to use the fraction kit to model what is going on.  If they need ideas for another way to solve the problem, I have them go up and look at the Strategies poster we created in the previous lesson.

• What is going on in this problem?
• What operation do you need to solve this problem?  Why?
• What is your estimate for the problem?  Why?
• Look at the strategies on the poster.  Which strategy do you want to use?
• What is a different way we could solve this problem?