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# Fraction Bars Represent Division

Lesson 1 of 13

## Objective: SWBAT recognize fractions as division equations and use this to convert fractions to decimals.

*50 minutes*

#### Launch

*10 min*

To launch students thinking about fractions as a division notation, I write 3/4 on the board and ask students to read what it says. I call on students to hear as many different possibilities as they can come up with.

• three fourths

• three out of 4

• less than 1

• more than 1/2

These are the most common responses students come up with.

By directing their thinking to the fraction bar itself, students add "division". (Important!)

*Note: Earlier in the year, I introduced fractions as division notation when playing a math game online. I intentionally come back to this idea throughout the year, so students are familiar with this idea, but it hasn't been a formal lesson.*

Today, when working with fractions we'll be thinking about them as division equations.

Students turn and talk about 3/4. *What division sentence would this be?* 3 divided by 4.

First I write it horizontally.

Which number represents the dividend? (4) and the divisor? (3).

After labeling the divisor and dividend, I ask students to write 3/4 as a division problem in the "algorithm" format.

I draw attention to the fact that students might think it looks wrong to have the 3 in the dividend place with the 4 is in the divisor place. This reflects thinking from prior grades, and even though we have worked with dividing to get decimal quotients, some students have a hard time moving past the misconception "the big number goes in the house".

I make sure to address this misunderstanding right at the beginning of the lesson. I also keep the model 3/4 also written as a division problem in the "standard algorithm) format on the board for students to reference throughout the class.

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#### Guided Practice

*15 min*

I use the text book as a jumping off point for this lesson. To make the lesson more rigorous and to provide an opportunity to connect decimals, division, and fractions in one lesson I extend the expectations. Rather than asking students rewrite each fraction as a division expression, I have the students use this to then covert the fraction to a decimal (thousands place only).

I choose a few problems from the book and we complete these using interactive modeling.

Throughout the interactive modeling, I focus on identifying the dividend and the divisor, then placing them in the correct places in the division notation.

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#### Independent Practice

*20 min*

Students practice writing fractions as division equations and converting fractions to decimals, working in pairs to complete problems.

I circulate around the room to monitor student progress. While doing this, I look for students who have misplaced the divisor and dividend then meet with them to help adjust their thinking. A video of this error is included in the resources.

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#### Group Share

*5 min*

To wrap up the lesson I ask students to consider what they learned today. They share their thoughts with the group and then we write the 2 most important understandings of today's lesson on the board.

1. Fraction is a way to represent division

2. You can use division to convert fractions to decimals.

#### Resources

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###### Journey to Mt. EOG

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*Resources(18)*

Environment: Rural

- LESSON 1: Fraction Bars Represent Division
- LESSON 2: Multiplying Fractions by Whole Numbers (Day 1)
- LESSON 3: Multiplying Fractions by Whole Numbers (Day 2)
- LESSON 4: Multiplying Two Fractions (Day 1)
- LESSON 5: Multiplying Fractions (Day 2)
- LESSON 6: Multiplying Mixed Numbers
- LESSON 7: Multiplying Fractions to Find Area
- LESSON 8: Making Sense of Multiplying Fractions
- LESSON 9: Problem Solving (Different Operations with Fractions)
- LESSON 10: Introduction to Dividing Whole Numbers by Fractions
- LESSON 11: Dividing Unit Fractions by Whole Numbers
- LESSON 12: Skill Based Mixed Review
- LESSON 13: Multiplying and Dividing Fractions Unit Assessment