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Mastering Rational Number Division

This lesson focuses on dividing rational numbers, including fractions. Explore rules, patterns, and identities related to dividing integers. Practice your division skills with various number sentences. Did you achieve the learning target?

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Mastering Rational Number Division

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  1. Investigation 3: Multiplying and Dividing Rational Numbers ATN 3.3 Division of Rational Numbers Learning Target: I will divide rational numbers, including fractions Homework: Day 3 ATN 3.3 p. 11AND CORRECT in red pen with the KEY. Warm-up: Write the rules for Multiplying Integers: Positive x Positive = Positive Positive x Negative = Negative Negative x Positive = Negative Negative x Negative = Positive

  2. As a table group, LOOK FOR PATTERNS as you complete p. 9 of your packet: Two Negative Factors One Negative Factor Positive Factors

  3. Based on your conclusion above, what is the rule of division for each set of signs? Dividing Integers - Rules Positive ÷Positive = Positive Positive ÷ Negative= Negative Negative÷Positive = Negative Negative÷Negative= Positive

  4. p. 10 No! Division in NOT commutative. When you change the order, you get quotientsthat are multiplicative inverses of one another!

  5. a + 0 = a 0 1 a x 1 = a The sum of a number and its oppositeis always zero What is the Additive Identity? What is the Multiplicative Identity? What is the definition of Additive Inverse? What is the definition of Multiplicative Inverse? The reciprocalof the number. A number times its multiplicative inverse is one

  6. Practice your division skills • For each number sentence, find a value for n that makes the sentence true. • 25 5 = n • -25 (-5) = n • 30 n = -10 • 10 -2.5 = n • n (-4) = (-4) • (-15) = n • n = 5 • n = 5 • n = -3 • n = -4 • n = 16 • n = -45

  7. Investigation 3: Multiplying and Dividing Rational Numbers ATN 3.3 Division of Rational Numbers Did I reach my Learning Target? I will divide rational numbers, including fractions Homework: Day 3 ATN 3.3p. 11AND CORRECT in red pen with the KEY.

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