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Fraction Division and Multiplication

This lesson aims to help students understand the connection between fraction division and multiplication by the invert-and-multiply rule. Through class discussions, visual models, and problem-solving activities, students will demonstrate their understanding of the concept with at least 80% accuracy. Vocabulary includes fractions, quotient, multiplication, and multiplicitive inverse.

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Fraction Division and Multiplication

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  1. ACTIVATOR • 1. Take out Homework and Notebook • 2. Calculate mentally, NO TALKING, no writing, no air writing. • 52-34 RIP OUT PAGE 2 AND PUT YOUR NAME ON IT TO TURN IN

  2. Objective: I will be able to connect models of fraction division to multiplication and the invert-and-multiply rule. So I can understand why when we divide fractions we are actually multiplying by the reciprocal fraction I will show I know it when I can successfully model at least 2 mathematical problems independently or with my partners with at least 80% accuracy. 6.NS.1

  3. Today’s Language Objective Through the class discussion with their groupmates, students will be able to orally describe and listen to how to use the invert and multiply rule. Students will be able to read the real world and mathematical problems and write their appropriate answers by drawing a number line or visual model. They will show their understanding by working with visuals aids/tools independently, and in a small group to solve the problems. They will be able to complete at least 2 models that will be measured with at least 80% accuracy to be successful. Vocabulary Fractions, part of, whole, Quotient, multiplication, multiply, times, equally, common denominator, multiplicative inverse.

  4. Vocabulary Two numbers whose product is 1 For example: Multiplicative inverse

  5. Examples 1-3 (10 minutes) pgs. 33-34 Students work in table partners to solve the following questions.

  6. How do you feel? topic.

  7. Pg. s35 #1

  8. Rest of Problem set 1-3 (7 minutes) pg. 35 Students work in table partners to solve the following questions.

  9. How do you feel? topic.

  10. Problem sets 4-7 (15 minutes) pg. 35 Students work in table partners to solve the following questions.

  11. How do you feel? topic.

  12. Ticket-to-go Complete the handout

  13. Page 27 skip problems 4 and 5

  14. Accommodations • Read or reread presentation or activity directions, as needed or after prompting • Use examples to model and act as a guide for emerging learners

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