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CFU

Learning Objective Name __________________________ Today, we will convert 1 between fractions and division problems. 1 change to a different form. CFU What are we going to do today? What are we going to convert between? What does convert mean?.

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CFU

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  1. Learning ObjectiveName __________________________ Today, we will convert1 between fractions and division problems. 1 change to a different form CFU What are we going to do today? What are we going to convert between? What does convert mean? Today, we are going to convert between fractions and division problems. We are going to convert between fractions and division problems. Convert means to change to a different form. Activate (or provide) Prior Knowledge Lora would like to share candies evenly with her friend Teri. Since the candy will be split between two friends, show the division problem Lora can use to calculate an even split. 1. A. 6 ÷ 2 B. 2 ÷ 6 C. 3 ÷ 6 A. 2 ÷ 10 B. 10 ÷ 2 C. 5 ÷ 10 2. CFU Teacher models #1, students complete #2. Students, you already know how to show and solve division problems. Division problems can be shown many ways. Today, we are going to convert between fractions and division problems. 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  2. Twenty pieces of candy are split evenly among five friends (shown as a fraction). The amount they have (20 pieces of candy) is the numerator. The number of evenly split groups (5 friends) is the denominator. Example: Concept Development A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. •The denominator tells us how many evenly split groups we have. Example: The amount they have The number of evenly split groups The amount they have The number of evenly split groups CFU In your own words, what does a fraction represent? A fraction represents ____________________. Which of the following would be the correct way to write a fraction that means 9 apples shared by 3 people? A. B. 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  3. Importance A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. • It is important to convert fractions to division problems because it will help you: • show the quotient2 of any division problem as a fraction. • 2 the answer to a division problem Tammy played two basketball games this weekend and her mother kept a chart of Tammy’s scoring in each game. How could Tammy set up a division problem using this information to figure out about how many points she scored in each game? • do well on the CST. There are currently no released CST questions that address representing fractions as division problems. CFU Does anyone else have another reason why it is important to convert between fractions and division problems? (pair-share) Why is it important to convert between fractions and division problems? You may give me one of my reasons or one of your own. Which reason is the most important to you? Why? 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  4. Skill Development/Guided Practice A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. ÷ ÷ ÷ ÷ = = = = Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as CFU How did I represent each fraction with the division symbol? How did I know whether I needed to use multiplication facts or long division to solve? How did you represent each fraction with the division symbol? How did you know whether you needed to use multiplication facts or long division to solve? 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  5. Skill Development/Guided Practice (continued) A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. = = = = ÷ ÷ ÷ ÷ Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as CFU How did I represent each fraction with the division symbol? How did I know whether I needed to use multiplication facts or long division to solve? How did you represent each fraction with the division symbol? How did you know whether you needed to use multiplication facts or long division to solve? 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  6. ÷ = ÷ = has the same meaning as has the same meaning as 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  7. Independent Practice A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. = = = = ÷ ÷ ÷ ÷ Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  8. Periodic Review 1 A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. = = = = ÷ ÷ ÷ ÷ Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  9. Periodic Review 2 A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. = = = = ÷ ÷ ÷ ÷ Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  10. Periodic Review 3 A fraction can represent the division of a whole number amount into equal parts. • The numerator tells us the amount we have. • The denominator tells us how many evenly split groups we have. = = = = ÷ ÷ ÷ ÷ Convert between fractions and division problems. has the same meaning as has the same meaning as has the same meaning as has the same meaning as 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  11. Multiplication Facts 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

  12. Blank Page 4th Grade Number Sense 1.5 (½Q) Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson to be used by EDI-trained teachers only.

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