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Division of Fractions (2 of 3)

Division of Fractions (2 of 3). Missy Bristol. Warm Up. OBJECTIVE: Students Will Be Able To… compute quotients using visual fraction models as representations of quantities involved with divisional fraction problems. How many halves, (1/2), are there in an eighth, (1/.

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Division of Fractions (2 of 3)

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  1. Division of Fractions (2 of 3) Missy Bristol

  2. Warm Up • OBJECTIVE: Students Will Be Able To… compute quotients using visual fraction models as representations of quantities involved with divisional fraction problems. How many halves, (1/2), are there in an eighth, (1/ How many thirds, (1/3), are there in a fifth, (1/5)? A) Equation_________________ B) Quotient greater than or less than 1? ____________ 2) A metal pole is 10 ½ feet long. How many pieces can be cut from the pole if each piece is to be seven eighths (7/8) of a foot? A) Equation_________________ B) Quotient greater than or less than 1? ____________ Less than 1 Greater than 1 Agenda

  3. Lesson Vocabulary and Language Objectives Agenda

  4. Launch 1 – Constructing Fractional Models Although other shapes, like circles, can be used in modeling, we are going to use horizontal rectangular visual models for our fractions. It takes 4 – fourths to make a whole. In this case you have 3 – fourths. Numerator represents how many of the spaces are “filled.” Denominator represents how many “spaces” you need in your rectangle, in this case 4 spaces make 1 whole rectangle Agenda

  5. Explore 1 – Make some models 1) Why are all the rectangles the same initial size? 2) Why might drawing the models be helpful? 3) What might make it difficult to draw a model? Agenda

  6. Launch 2A – Using models to divide 4 2 6 3 1 5 Food for Thought Why is the quotient greater than 1? Notice how cutting ¾ into eighths made this easier. holds/contains exactly 6… eighths Agenda

  7. Launch 2B – Using models to divide Won’t Fit Food for Thought Why is the quotient less than 1? Notice how cutting ½ into sixths made this easier. holds/contains exactly of Agenda

  8. Explore 2 - Draw it, Solve it, Share it Food for Thought Will the quotient be greater than or less than 1? Notice how cutting 2/3 into sixths made this easier. Greater holds/contains exactly4… sixths Agenda

  9. Explore 3 - Draw it, Solve it, Share it A movie theater can only hold one fourth (1/4) of the school’s students. Three eighths (3/8) of the school went to the movies hoping to get tickets. What fraction of the students that went to the movies got tickets? Use visual models to solve. Movie Theater *Hint Box* Students Fit Part students that fit Want Tickets Whole that want tickets School’s Students Agenda

  10. Assessment 1 of the following problems involves division of fractions. Circle and solve that problem only. Use visual fraction models. Erika has (7/8) of a cake and Rob has (1/4). How much more cake does Erika have? Joe wants to make pieces of string that are (1/4) inch and has a string that is (7/8) inches long. How many pieces can he make? Stevie has (1/4) of the money and Renee wants (7/8) of his money. How much of the total money does Renee have? Agenda Name:__________ Key to Leave

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