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Division of Fractions

Division of Fractions. Fractions Domain (3-5). Solve this problem on your own. Share Solutions. Think/Pair/Share Share your solution with your neighbor. Justify why your solution works. Can you solve the problem in a different way?. coolmath4kids.com. Fraction Misconceptions.

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Division of Fractions

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  1. Division of Fractions

  2. Fractions Domain (3-5) Solve this problem on your own.

  3. Share Solutions Think/Pair/Share • Share your solution with your neighbor. • Justify why your solution works. • Can you solve the problem in a different way?

  4. coolmath4kids.com

  5. Fraction Misconceptions

  6. Video DebriefFractions Misconceptions Think/Pair/Share • What were this student’s strengths? • What were his misunderstandings regarding the division of fractions? • How might you address these misunderstandings?

  7. Division of Fractions 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.   a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3)÷4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3)÷4=1/12 because (1/12)×4=1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4÷(1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4÷(1/5)=20 because 20×(1/5)=4.  (see illustrations) c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?  

  8. The Meaning of Life Division Division with Whole Numbers What does 8 ÷ 2 mean? Measurement Model: Given 8 items, 2 in each group-how many groups? Partitive Model: Given 2 groups and 8 items, how many in each group?

  9. Division with Fraction Tiles • Use fraction tiles to answer the question, “How many halves are in ?” Did you use the measurement or partitive model?

  10. Number Line

  11. Is this the best representation for the answer to ? Think/Pair/Share

  12. Changing Unit • Cuisenaire activity • Fraction file folders Remember way back in August…..

  13. Answer these questions: • How many 3s are there in 6? • How may groups of 3 fives are there in 6? • How many groups of 3 tenths are there in 6? • How many groups of 3 sixths are there in 6 sixths?

  14. Fractions Domain (3-5) Solve this problem on your own.

  15. Connecting to Current Practice Think/Pair/Share • How does the progression of standards within the Fraction domain correspond to your current practice? • What are some things you might do now to help students transition to the CCSS?

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